Employability Skills Toolkit V4 by PurpleDoor

Employability Skills

Toolkit

Contents Section 1: Background

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This section is an overview of employability. It comprises a series of information sheets and audit tools to help staff provide students with opportunities to develop and accredit their employability skills. The focus is on how employability skills can be incorporated into course units and how popular teaching methods contribute naturally to studentsâ&#x20AC;&#x2122; employability development. Some resources in this toolkit can be used by both staff and students; whereas others are for staff. It also includes an overview of how Personal Development Planning and the eportfolio can help students track, manage and validate employability developments. More details on these issues are in the sections below.

Section 2: Employment Skills

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This section explores the ten Graduate, Academic and Employability skills set out in Curriculum 2012. The resources can be used with students on a skill-by-skill basis. It includes advice on developing and recording these skills, as well as how employers might ask job applicants about their skills. Some content is available to students and staff through the ePDP site in Moodle.

Section 3: Career Management Skills

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Section 4: Personal Development Planning (PDP)

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This section has resources on career management. It is drawn from well-established resources developed by the careers team in Purple Door. The contribution of employability and career management skills to career development are covered, as is the role of the eportfolio in evidencing skills and structuring career research activities.

This section outlines how PDP can be used to support, structure and evidence studentsâ&#x20AC;&#x2122; skills development. The role of the eportfolio is covered, as are outline suggestions for ways in which a PDP programme can support employability skills development.

Section 1 Use these simple tools to help you gauge where you are now and how you can enhance employability in your units.

Course Leaders’ Checklist Course leaders are responsible for ensuring that programmes specifications identify where and how GAE skills will be delivered (RAS p35). Responsibility for students being provided with opportunities to develop and demonstrate the acquisition of graduate, academic and employability skills (GAE skills) lies with heads of academic department (RAS p35). GAE skills are Graduate, Academic and Employability Skills.

Question Does the course promote and structure student’s awareness of GAE skills as they affect their studies, personal development and careers?

Consideration to include Courses are promoted as an academic community where talent in GAE skills is recognised and valued alongside conventional curriculum content Course plans detail GAE skills progression and diversification which are shared with and promoted to students Unit delivery builds appropriately on students’ previous GAE skills developments

Is it currently a strength or a weakness of provision?

Supporting Evidence

Course units have authentic, clear, engaging GAE skill-‐based learning outcomes of appropriate challenge

Does the course build student’s engagement in their own academic and personal skills development, and support their capacity to change and adapt?

Professional significance of course units is obvious to students, reinforced and updated as required Teaching methods, structured learning and learning styles enable GAE skills development of appropriate challenge and context Learning opportunities develop resilient, adaptable ,reflective, self-‐reliant skills Units adopt active learning strategies to enable students to practise and demonstrate GAE skills Approaches to teaching and learning encourages

Question

Consideration to include

Is it currently a strength or a weakness of provision?

Supporting Evidence

development of autonomous, innovative and creative skills in students Units promote the social, professional, intellectual and practical relevance of their curriculum Students work on authentic tasks and realistic problems that have personal meaning and a future use which develop their GAE skills Units use contexts and approaches to learning which reflect current professional practice and standards Students work on issues and problems supplied by industry or commerce Theory and professional practice are linked Staff show students how they themselves are using GAE skills in their professional work Does the course acknowledge and facilitate student’s achievements, confidence, ambition and aspirations

Students receive feedback on their employability skills and their professional significance

Course contributions to students’ GAE skills development are regularly reviewed and improved

Students record their GAE skills development Tutorials review and plan students’ GAE skills development GAE skills and employment success are shared and celebrated

Quality assurance of GAE opportunities

Question

Consideration to include

Is it currently a strength or a weakness of provision?

Good practice in GAE skills development is shared and promoted

Supporting Evidence

Audit

Heads of Department Checklist Responsibility for students being given opportunities to develop and demonstrate the acquisition of graduate, academic and employability skills (GAE skills) lies with heads of academic department (RAS p35). Course leaders are responsible for ensuring that programmes specifications identify where and how GAE skills will be delivered (RAS p35). GAE skills refers to Graduate, Academic and Employability skills

Issue

Consideration to include

Does the course promote and structure student’s awareness of GAE skills as they affect their studies, personal development and careers?

Student recruitment includes references to GAE skills development Induction addresses GAE skills development -‐ it recognises and builds on prior achievements Contribution of GAE skills to academic success is clear and reinforced

Is it currently a strength or a weakness of provision?

Supporting Evidence

Contributions of employers and alumni to design, delivery and assessment of employability skills are transparent and valued

Does the course build student’s engagement in their own academic and personal skills development, and support their capacity to change and adapt?

Does the course acknowledge

Professional significance of syllabus and learning activities are obvious to students Course delivery develops resilient, adaptable, reflective, self-‐reliant learners Students given opportunities to build autonomy, innovation and creativity Course promote the social, professional, intellectual and practical relevance of their curriculum Students record and evaluate their GAE skills development

Issue

Consideration to include

and facilitate student’s achievements, confidence, ambition and aspirations

Quality assurance of GAE opportunities

Course contributions to students’ GAE skills development are regularly reviewed and improved Shortcomings in GAE skills development are addressed

Is it currently a strength or a weakness of provision?

Supporting Evidence

Tutorials review students’ GAE skills development Tutorials use past performance to raise expectations and construct realistic and ambitious targets for students’ GAE skills development

Good practice in GAE skills development is shared and promoted

Audit

Audit of GAE Skills against RAS obligations Course teams can evaluate current provision against RAS obligations. Column 4 can be used to review opportunities for students to practise GAE skills, be taught the skills or have the skills assessed1. GAE skills is graduate, academic and employability skills.

Skill

Unit/level of study

Core or Option

Does it provide opportunities to teach skills (T), to practise skills (P) and or to assess 2 skills (A)?

Detail and supporting evidence

Management of Self

Study and self-‐ management skills • Manage time and prioritise tasks • Consider and act on feedback • Generate ideas and goals • Evaluate and monitor their own performance and progress in relation to goals • Adopt a flexible approach, seek out new learning opportunities and adapt to new situations Critical thinking and reflective skills • Think critically when reading, writing, listening and speaking • Evaluate a range of sources and options • Analyse a argument • Think logically and construct a logical argument • Critically reflect on own performance and professional issues

Teach: Practise: Assess:

Problem-‐solving and creativity skills • Define nature of a problem identify and prioritise options • Demonstrate clarity of judgement providing rationale • Identify an effective means of implementing a solution • Demonstrate initiative and creativity in solving problems

Teach: Practise: Assess: Teach: Practise: Assess:

Management and Communication of Knowledge

We are grateful to Staffordshire University for their work on the PAT

Students should be provided with opportunities to develop and practise employability skills, and to have them assessed and verified.

Skill

Does it provide opportunities to teach skills (T), to practise skills (P) and or to assess 2 skills (A)?

Unit/level of study

Core or Option

Writing skills • Structure writing for a variety of academic and non academic purposes • Write in a style appropriate to the discipline(s0 /audiences • Write with accurate spelling, grammar and punctuation • Reference accurately and avoid plagiarism • Use a variety of sources in a context appropriate to the task • Proof read, edit and revise written work Oral Communication skills • Speak and present information and ideas clearly at a level and in a manner appropriate to the context and audience • Listen and respond to the ideas of others • Engage in conversation and use argument, debating and /or negotiating skills appropriate to the content

Reading Skills • Decode the written word in a variety of contexts • Read critically • Read and take notes on the reading at the same time • Employ a wide range of reading skills, e.g. skimming, scanning, predicting, reading at speed, close reading and assimilation • Adopt appropriate strategies for reading a range of texts for different purposes IT information /numeracy skills • Select and use technology appropriate to the context • Use IT and VLE packages and applications appropriate to task • Demonstrate awareness of appropriate netiquette • Apply numeracy skills appropriate to task

Detail and supporting evidence

Teach: Practise: Assess:

Teach: Practise: Assess: Teach: Practise: Assess:

Teach: Practise: Assess:

Skill

Does it provide opportunities to teach skills (T), to practise skills (P) and or to assess 2 skills (A)?

Unit/level of study

Core or Option

Research skills • Select or negotiate a topic for research • Construct a search strategy of literature /information using sources as appropriate • Summarise background information and define any gap in knowledge and understanding • Undertake primary and secondary research appropriate to the context • Evaluate and justify conclusions and recommendations • Structure and communicate findings in a form appropriate to the subject, context and /or audience Interpersonal Skills

Teamwork skills • Work as an individual or member of a team • Build effective working relationships and work collaboratively • Work with a range of individuals irrespective of age , gender, race, religion or political persuasions • Work collaboratively to review and evaluate progress and processes of group work and achieve goals • Demonstrate and understanding of individual and group dynamics and the nature of team working (leadership, negotiation, and delegation skills) • Provide and receive constructive criticism • Show sensitivity to the views of others Leadership Skill • Assume and or understand the role of team leader • Assist, support and motivate others

Teach: Practise: Assess:

Detail and supporting evidence

Teach: Practise: Assess:

This resource is written for students

Why Graduate, Academic and Employability Skills Matter

Study and Self Management Skills Managing yourself helps you to control your life and career in ways which suit you. Many graduate-‐ level jobs have a degree of independence and autonomy, and require graduates to plan and manage their own work schedules, monitor progress towards targets, and reflect on what has been achieved. To achieve a top class degree you have to be organised, cope with competing pressures, study effectively and efficiently and monitor your progress to ensure you are on-‐track for a good degree. This is why your University course will provide opportunities to develop this skill. Notes and action points on study and self management skills

Critical Thinking and Reflective Skills High academic achievers and influential and effective workers are insightful. They use their reflective and critical thinking skills to look objectively at what they are doing and whether they can do things differently. Changing what you do and how you do it, learning from your mistakes, questioning your assumptions, challenging yourself to think differently, making new connections between theory and practice, all help you to achieve challenging goals and targets more quickly with less effort. Organisations benefit when employees realistically and objectively analyse their own strengths and weaknesses. These employees can be relied upon to set themselves achievable goals because they think through the options, look for the best ways of working and deliver what they promise Notes and action points on critical thinking and reflective skills

Problem Solving and Creativity Skills Success in your University studies and later in the workplace requires you to be able to solve problems effectively and efficiently. Many of the more challenging problems demand the most creative solutions, so an ability to think differently and imaginatively about problems and to see new ways of solving them will help you resolve them more quickly and permanently.

Organisations have problems to solve all the time. Employers want graduates to bring these skills to the workplace. Thinking creatively opens up new possibilities. It allows you to identify better ways of doing things. It gives you innovative tools to work with. Developing and applying creative solutions to testing problems usually require a blend of skills and employers value a graduate’s ability to mix problem -‐solving techniques with creative thinking to sort issues. Standards rise in organisations when employees solve problems with an open, critical and inquisitive min Notes and action points on problem solving and creativity skills

Writing Skills The importance of being able to communicate in writing is obvious. Succeeding in your academic studies and at work requires you to be able to write in different ways for different audiences. You will not achieve a good degree or hold down a graduate job if you can’t write accurate English. Examiners will not mark scripts they cannot read or understand, and employers will expect you to be able to use general and technical English. Accurately expressing yourself in writing is a basic skill and the foundation of effective workplace communications. Paying good wages to a poor communicator is a waste of money for an organisation and they won’t do it. Poor writing skills lead to organisational inefficiencies. In the longer term an inability to express yourself clearly and accurately will hinder your career Notes and action points on writing skills

Oral Skills An ability to express yourself accurately is a core part of being effective in what you do. An inability to communicate with individuals will compromise your studies and your working life. The capacity to use different forms of language accurately and to communicate your ideas with clarity and colour ensures you can influence others. A capacity to adjust what you say and how you say it enables you to interact with different individuals and audiences – a flexibility which employers value highly Notes and action points on oral skills

Reading Skills Your studies require that you can read, understand and interpret different sources and styles of writing. Graduate level reading skills demand that you can read and assimilate complex ideas. The process of studying will not happen without highly developed reading skills. The ability to read and understand diverse styles of writing is particularly valued by employers as your skills can be widely applied to their business. Your capacity to express yourself more accurately orally and in writing increases with reading Notes and action points on reading skills

IT, Information and Numeracy Skills Many graduate–level jobs use information technology skills. You will struggle to carry out your academic work and build a rewarding career if you are unable to use information technology or develop the skills to operate specialist computer-‐based equipment. Many organisations use the Internet to manage their businesses. Numeracy skills are fundamental to being effective. Managing aspects of your university life and developing rewarding careers demand good numeracy skills. Employers consider numeracy skills to be a basic competence. Too few students have the numeracy skills employers need and many employers struggle to recruit suitably numerate graduates Notes and action points on information on IT, information and numeracy skills

Research Skills Studying effectively at degree-‐level requires that you are good at research. You have to find and use information, so a capacity to critically source, record, analyse and interpret large amounts of information is critical. An ability to set information in context requires sophisticated research skills Organisations have to evaluate issues and a range of research skills ensures a full and accurate assessment of the issues involved. Research skills which enable you to evaluate and balance information will be useful in solving problems within organisations. Notes and action points on research skills

Teamwork Skills All organisations use teams. Your studies here will involve you in working with others in teams. Your working life will involve teams. Many graduates work in teams soon after appointment, and the most successful individuals adapt their teamwork skills to cope with very challenging situations. Employers want team players. Working confidently, co-‐operatively and flexibly as a member of a team is a highly valued graduate skill. Accommodating the expertise, motivations and behaviours of other team members and still remaining focused on what the team is tasked with doing is a crucial job skill. Notes and action points on teamwork skills

Leadership Skills Aspects of your University studies will require you to direct the work of others. Having the skills to organise others and get the most from them is critical. Many graduates take on leadership roles in organisations quite soon after appointment. Many employers want graduates to assume responsibility early and good leadership skills can help you progress. Recognising the leadership skills of groups you lead will ensure you get the most from colleagues with whom you work. It will make your life easier. Notes and action points on leadership skills

This resource is written for students

What is an ePortfolio? An eportfolio supports your development. It’s a tool to store and manage all your development issues. It’s a private place to amass evidence of your achievements and developments, a place to reflect on what you have achieved, a space to develop goals, to write and monitor plans as well as somewhere to organise your career search, job applications and CVs. Think of an eportfolio as an electronic diary. Bring in video, files, RSS feeds, photos, etc. Submit a page from your eportfolio to your tutor outlining issues for discussion at your next tutorial. Store feedback on your skills and job applications. Scan in your academic certificates or references. Add some free writing about you and what you have achieved and tag it so you can organise your eportfolio in ways which work for you. Keep it personal or share parts of it with tutors, prospective employers or friends. Set up groups with friends to share ideas. Customise it and take it with you when you leave. Link your eportfolio to your Facebook or Twitter page. It’s all about you, so use it in any way you want. You can use any software to act as an eportfolio. If you want to use the university’s eportfolio you can access it through your Moodle account: https://eportfolio.port.ac.uk/

How do I use it? Goals At the start of each academic year we suggest that you set your study, work and life goals. Choose your goals carefully. Make sure they are realistic and each one helps you move forward. Don’t be too ambitious at the outset. You can always add new or more challenging goals later. Reaching a goal is a thrilling experience and motivates you to do more, so set achievable goals. That’s not the same as easy goals. The goals you set can be a mixture of short term goals (e.g. this semester, next semester) as well as longer term goals (next year, after graduation). So that you can monitor your progress towards achieving your goals, you should keep a record of them in your ePortfolio.

Plans Now that you have identified your work, life and study goals for the forthcoming academic year the next step is to think how you are going to achieve them. Be realistic about the time and effort you can devote to achieving your goals. Don’t overload yourself. Think thorough what you need. For each of your identified goals, create a simple action plan that outlines what needs to happen, when it will happen and how it will happen.

Section 2 These resources can help your students appreciate why employability skills matter and how teaching teams can deliver them using familiar and popular teaching methods.

What are Employability Skills?

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Employability is a diverse combination of transferable skills and attributes. They contribute to the development of each student’s independence and engagement with learning, as well as their creative, critical and reflective capacities: the skills they need to find and keep work. Attaining a good degree requires application, organisation and motivation: organising oneself, analysing options, making right judgements and decisions, adapting to changing circumstances, making connections, attending to detail, listening, writing effectively and using ICT efficiently. The skills develop reflective, autonomous high-‐achieving learners, who can analyse quality of own work, and who can work productively, collaborate successfully, set and follow their own direction and challenges, and are keen to secure the credit for all they do. They give students the ability to analyse the quality of own work, to know where they are and what they need to do to progress. Learning that is structured to be meaningful, active, challenging, reflective and collaborative delivers employability skills. Employability skills are enablers. Many of the employability attributes are commonly found in high achieving students. Employability skills contain elements of: Intellectual skills (analysis, critical evaluation, logical argument, reasoning)

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Key or Core skills (communication, application of number, ICT, teamwork, learning to learn);

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Personal attributes with market value (self reliance, adaptability, drive)

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Knowledge of organisations and the way they work Employability attributes are already developed in many courses. Enhancing employability doesn’t mean a course has to be radically re-‐engineered. It may only require tuning of delivery and assessment frameworks to make employability learning outcomes explicit, coherent and assessable. No single approach is likely to work. Courses which are delivering challenging learning opportunities which promote student autonomy; oblige them to apply their initiative, reflective skills, critical judgment and analytical skills to issues and problems; require them to organise and apply their knowledge to different and unfamiliar situations; insist they influence, lead, and cooperate with others, are well aligned with the employability agenda. Integrating employability need not affect the appeal of courses, nor should it add significantly to pressurised timetables. There’s no threat to value, standing, integrity or appeal of programmes. Developing employability is about how students learn, rather than what they learn. They provide students with new ways of engaging with their course content. Employability skills are no different to other aspect of a course. Opportunities to widen and deepen learners’ employability occur naturally as their course progresses. Employability skills should widen and deepen as courses progress. Students work best in a learning environment where they understand what they are learning and why. If employability is an essential element of the University’s entitlement curriculum, students will

want its value reflected appropriately. If employability skills are going to be valued by students they have to be credible, transparent and appropriately challenging. Students expect employability to be an integral part of their studies: planned, managed and quality-‐ assured. Many will look to staff to publically endorse employability and to promote its development throughout all parts of their programme. The delivery of employability should be coherent, effective and engaging; its assessments robust, transparent and reliable and its accreditation accurate and verifiable.

Notes and action points

Overview

How do academic and pastoral curricula support employability skills? The table below shows how employability skills can be developed and evaluated in different contexts -‐ through course-‐based teaching and learning, career management activities and the personal development planning (PDP) taking place in tutorials. The skills are set out in the graduate, academic and employability skills (GAE skills) annex of the RAS. Graduate, academic and employability skills pose no threat to the academic rigour and integrity of courses. They are about the ways in which students work, learn and interact with each other and their tutors. They are not a curriculum in its own right. Employability can help post-‐university career development by giving students the skills to participate effectively in career development activities with employers. Aspect of Employability Graduate, academic and employability skills (GAE skills)

Career management (CM) skills

Personal development planning (PDP) skills

Developing Employability through the curriculum Contributes to development of students’ independence and engagement with learning, as well as the creative, critical and reflective capacities required for top degrees Develops students’ knowledge of their market appeal and the skills needed to secure and retain employment Raises students’ ambitions and motivation Helps students understand and manage themselves, their learning and career intentions. Helps students identify the right approaches to learning, work at the right level and achieve in line with their potential. Supports students’ ambitions, motivation and performance

How teaching and learning contributes to Employability

How tutorials contribute to Employability

Opportunities for students to develop and practise their GAE skills Opportunities for students to have their GAE skills assessed and verified Develops skills required to undertake productive career development -‐ through CMSQT or embedded CM skills provision (Routes 1,2 or 3)

Opportunities for students to develop and practise a range of GAE skills in managing their own development Accreditation and verification of GAE skill achievement

Develops work-‐place skills valued by employers and used in post-‐graduate study

Review of CM skills development Review and support for personal development

Enables students to undertake job-‐based career planning and development activities throughout working career

Opportunities for students to develop and practise GAE skills which are useful in personal development planning

Opportunities for students to apply and develop skills used to evidence their achievements and to manage further development

Provides students with personal improvement skills valued by employers which enable them to review, assess and manage their careers and personal development intentions

Employability’s post-‐ graduation legacy

Building Employability Skills into Course Units The table below suggest some employability skills-‐based outcomes which course teams might build into learning outcomes. There are no formal definitions of GAE skills beyond the RAS obligations. Column 1 (Skills) are taken from the RAS. Column 2 has specific skills as detailed in the RAS. These may help students identify aspects of these skills more easily.

Skill

Study and self management skills

Students to able to demonstrate

Setting goals and adopting flexible approaches to achieving them Managing your time, resources and tasks Addressing and coping with problems, feedback and progress issues Securing the best conditions and opportunities for your own learning

Critical thinking and reflective skills

Evaluate information sources, opinions and options

Thinking critically and logically Analysing and constructing arguments, assumptions, decisions and explanations Reviewing your

What might it mean?

Shows initiative and enterprise in managing activities; anticipates, takes and manages risks; assess themselves identifying opportunities and achievements; reviews progress, acting on outcomes; seeks advice and support when needed; seeks out challenges and new responsibilities

Selling it to students

Course units involved

Many graduate-‐level jobs have a degree of independence and autonomy and require post-‐holders to plan and manage their own work schedules, monitor targets, and reflect on what has been achieved. To achieve top class degree you have to be organised, cope with competing pressures, study effectively and efficiently and monitor your progress to ensure they are on-‐ track for a good degree Managing yourself helps you to control your life and career in ways which suit you

Identifies questions to answer and problems to resolve; asks questions to extend thinking; thinks reflectively and imaginatively; questions own assumptions; separates issues of belief and logic; confident with information in different media

High academic achievers and successful workers are reflective and critical thinkers Employers benefit when job-‐holders are able to realistically analyse their own strengths and weaknesses, and set themselves achievable goals because they deliver what they

Skill

Students to able to demonstrate

own performance and identifying any implications for reaching professional practice levels

What might it mean?

(oral, written, tactile, visual, etc); uses language expressively; sources additional information; uses deductive skills; recognises logical conflicts; considers compatibility and equivalence; supports conclusions with reasoned arguments and evidence; seeks advice and support when needed

Selling it to students

promise Standards rise in organisations when employees reflect critically on their own performance and compare it the performance of others Self-‐critical individuals develop faster by asking for feedback from peers and individuals who can assess their performance.

Course units involved

Skill

Problem-‐ solving and creativity skills

Research

Students to able to demonstrate

What might it mean?

Uses lateral thinking; makes original connections; connects own and Identifying and others’ ideas; prioritising questions own inventive and assumptions and creative ways to ways of working; solve problem uses initiative and effectively logical reasoning; is Securing a persistent; is reasoned confident and solution to flexible in problem identifying and Justifying your defining complex approaches to problems solving (individually and in problems groups); adapts ideas to changed circumstances; tries out alternatives; follows things through; assesses themselves -‐ identifying opportunities and achievements; review s progress, acts on outcomes; seeks advice and support when needed

Define and analyse problem(s)

Identifying your research topic

Constructing and implementing an effective research strategy Evaluating and justifying your conclusions and recommendatio ns Producing, organising, and

Sets research in context, links theory and research question; works effectively, collaboratively and sensitively with others; is aware of implications of decision-‐making; explores issues from different perspectives; judges relevance and value of information; uses reasoning and argument ; shows

Selling it to students

Success in academic studies and in a working careers requires problems to be solved quickly, efficiently and effectively Thinking creatively opens up new possibilities, new ways of working and the possibility of innovative solutions to problems –all skills which employers want graduates to bring to the workplace

Course units involved

Organisations regularly have to evaluate issues and a range of research skills ensures a full and accurate assessment of the relevant aspects involved A capacity to critically record, analyse and interpret large amounts of information is often required in graduate level posts Many issues are not

Skill

Students to able to demonstrate

disseminating research findings

Teamwork

What might it mean?

innovative re-‐ interpretation of known data or established ideas and/or professional practice; anticipates, takes and manages risk; assesses themselves-‐ identifying opportunities and achievements; reviews progress, acts on outcomes; seeks advice and support when needed Setting Identifies and common goals adopts appropriate and adopting team roles; works collaborative flexibly, approaches to confidently, achieving them innovatively and creatively; links productively with Working team leader; is effectively, adaptable; shows collaboratively personal and sensitively within others in responsibility; can improvise; resolves teams issues to reach outcomes; works Using group effectively with dynamics to review progress teams varying in size, complexity, and secure personnel and expected motivations; copes outcomes Using feedback with competing to improve own pressures; seeks advice and support performance when needed and the performance of other team members.

Selling it to students

Course units involved

clear-‐cut. Research skills which enable you to evaluate and balance conflicting information will be useful to solving difficult problems in organisations An ability to set developments in context requires sophisticated research

All organisations use teams to some extent Many graduates work in a variety of teams very soon after appointment, and the most successful show an ability to be able to work in different ways in a variety of challenging contexts. Working confidently, co-‐operatively and flexibly as a member of a team is a highly valued graduate skill. Accommodating the expertise, motivations and behaviours of other team members and still remain focused on what the team is tasked with doing is a crucial job skill. An ability to communicate clearly and to adjust professional behaviour to suit the prevailing

Skill

Leadership

Writing skills

Students to able to demonstrate

What might it mean?

Selling it to students

circumstances are key teamwork qualities. Setting Adapts behaviour Many graduates take common goals to suit different on leadership roles in and adopting roles and organisations collaborative situations; uses immediately or quite approaches to problem-‐solving soon after appointment achieving them and decision-‐ making skills appropriately; Leadership is the Using the role develops p eople, context for many of leader to shares i nformation; other skills, such as assist, support motivates a nd accurate and coherent and motivate appreciates p eople, communication and others to secure uses p lans a nd i s good teamwork skills outcomes organised and effective; s hows Recognising Using group personal leadership skills in dynamics to others helps you get review progress responsibility; copes w ith the most from and securing competing organisational expected pressures; a cts colleagues with whom outcomes consistently; acts you work with integrity, uses Using feedback delegation; to improve your empowers own colleagues, upholds performance values and moral and the obligations; performance of sensitive to other team circumstances, members. belief and feelings on decisions and events; seeks advice and support when needed Matching Communicates Accurately expressing sources of persuasively and yourself in writing is a information and logically; write basic skill and the writing styles to clearly and foundation of effective audiences and coherently; workplace purposes matches language, communications Applying high format and standards of structure to Succeeding in your accuracy, audience; uses academic studies and attribution and correct grammar at work requires you non-‐plagiarism punctuation and to be able to write to Reviewing spelling and for different written work to individuals in different produce high ways quality writing Poor writing leads to

Course units involved

Skill

Students to able to demonstrate

What might it mean?

Selling it to students

Course units involved

organisational and personal inefficiencies

Oral Skills

Reading skills

IT/informatio n and numeracy skills

An inability to express yourself clearly and accurately can hinder career progression Matching style Can clarify and An ability to express and content of confirm yourself accurately is a your understanding; core part of being communication puts own point of effective in what you to audience view; listens to and do Applying high responds standards of appropriately to A capacity to adjust engagement, others; uses formal what you say and how debate and and informal you say it enables you negotiation with language to interact with others appropriately, different individuals operates effectively and audiences – a in familiar, formal flexibility which and informal employers value highly contexts Matching reading styles to sources, contexts and purposes Applying critical reading and accurate note-‐ taking skills

Matching technology to context Matching numeracy skills to tasks Using the internet courteously

Select s and uses different types of texts; reads and summarises succinctly; draws information/ideas from different sources; conveys meaning; identifies point of view, implicit meaning and/or bias accurately Adapts behaviour to suit different roles and situations; uses problem-‐solving and decision-‐ making skills appropriately; develops people, shares information; motivates and appreciates people, uses plans and is organised and

A capacity to read , understand and interpret different writing formats and styles is valued by employers as your skills can be widely applied to their business Your capacity to express yourself increases with reading

Many graduate–level jobs use information technology skills extensively. Post-‐ holders will struggle to carry out their duties if they are unable to use basic software and hardware or develop quickly the skills to operate specialist equipment Many organisations

Skill

Students to able to demonstrate

What might it mean?

effective; shows personal responsibility; copes with competing pressures; acts consistently; acts with integrity, uses delegation; empowers colleagues, upholds values and moral obligations; sensitive to circumstances, belief and feelings on decisions and events; seeks advice and support when needed

Selling it to students

use the Internet to manage their businesses Modern communications are increasingly technology-‐based

Course units involved

Teaching: audit Employability skills-‐rich teaching methods: Problem Solving Opportunities for developing employability skills arise naturally in teaching and learning. Students can monitor their own skills development when engaged in these learning activities and record their activities and evidence in an eportfolio.

Stage in process

Students to be able to:

Exploring the issues and evaluating options

Scope issue by: Defining the nature of a problem (Problem solving and reflective skills) Selecting or negotiate research topic (Research) Constructing research strategy (Research) Analysing a range of sources and options (Critical thinking and reflective skills) Evaluating a range of sources and options (Critical thinking and reflective skills) Analysing an argument (Critical thinking and reflective skills) Thinking logically and construct a logical argument (Critical thinking and reflective skills) Summarising background information (Research) Action plan way forward by: Generating ideas and goals (Study and self management skills) Identifying means of implementing a solution (Problem solving and reflective skills) Identifying and prioritising options (Problem solving and reflective skills) Demonstrating clarity of judgement (Problem solving and reflective skills) Adopting flexible approach (to new learning opportunities )and adapting to new situations (Study and self management skills) Delivering by: Managing time and prioritise tasks (Study and self management skills) Undertaking primary/secondary research (Research)

Undertaking activities

Extent to which application of skills are currently exploited

Students expected use the reading writing, oral and IT & numeracy skills below to support all 3 stages of the approach Use a variety of sources appropriate to task (Writing skills) Writing for a variety of contexts (Writing skills) Style appropriate to audience (Writing skills) Accurate writing (Writing skills) Referenced correctly (Writing skills) Proof read, edit and revise (Writing skills) Speak and present appropriate to audience (Oral skills) Listen and respond to ideas of others (Oral skills) Engage in conversation and use argument, debating and negotiating skills (Oral skills) Decode written word (Reading skills) Read critically (Reading skills) Read and note together (Reading skills) Wide range of reading skills (Reading skills) Different texts (Reading skills) Selects and uses appropriate technology (IT and Numeracy skills) Uses appropriate applications(IT and Numeracy skills) Netiquette(IT and Numeracy skills) Appropriate numeracy(IT and Numeracy skills)

Opportunities for further development of skills

Stage in process

Deliver outcomes, learning lessons and moving on

Students to be able to:

Demonstrating clarity of judgement (Problem solving and reflective skills) Using initiative and creativity in solving problems(Problem solving and reflective skills)solving Working as an individual or member of a team (Teamwork) Building effective working relationship (Teamwork) Working with others (Teamwork) Working collaboratively (Teamwork) Understanding group dynamics and receive feedback (Teamwork) Showing sensitivity to others (Teamwork) Assuming and understanding role of team leader (Leadership) Assisting, supporting and motivating others (Leadership) Using Feedback to improve by Considering and acting on feedback (Study and self management skills) Evaluating and monitoring own performance and progress (Study and self management skills) Giving and receiving feedback (Teamwork) Delivering outcomes by: Evaluating and justifying conclusions (Research) Structuring and communicating findings (Research) Learn lessons by Understanding h:ow to learn and best conditions (Study and self management skills) Critically reflecting on own performance (Critical thinking and reflective skills)

Extent to which application of skills are currently exploited

Opportunities for further development of skills

Employability skills-‐rich teaching methods: Dissertation Opportunities for developing employability skills arise naturally in teaching and learning. Students can monitor their own skills development when engaged in these activities and record their activities and evidence in an eportfolio.

Stages in process

Students to be able to:

Initiating dissertation

Scope issue by: Defining the nature of a problem (Problem solving and reflective skills) Analysing a range of sources and options (Critical thinking and reflective skills) Evaluating a range of sources and options (Critical thinking and reflective skills) Analysing an argument (Critical thinking and reflective skills) Thinking logically and construct a logical argument (Critical thinking and reflective skills) Action plan way forward by: Generating ideas and goals (Study and self management skills) Identifying means of implementing a solution (Problem solving and reflective skills) Identifying and prioritising options (Problem solving and reflective skills) Demonstrating clarity of judgement (Problem solving and reflective skills) Adopting flexible approach (to new learning opportunities )and adapting to new situations (Study and self management skills) Deliver by: Summarising background information (Research) Managing time and prioritise tasks (Study and self management skills) Undertaking primary/secondary research (Research) Demonstrating clarity of judgement (Problem solving and

Progressing dissertation

Extent to which application of skills are currently exploited

Opportunities for further development of skills

Stages in process

Deliver dissertation, learning lessons and moving on

Students to be able to:

Extent to which application of skills are currently exploited

reflective skills) Using initiative and creativity in solving problems(Problem solving and reflective skills)solving Working as an individual or member of a team (Teamwork) Building effective working relationship (Teamwork) Working with others (Teamwork) Working collaboratively (Teamwork) Understanding group dynamics and receive feedback (Teamwork) Showing sensitivity to others (Teamwork) Assuming and understanding role of team leader (Leadership) Assisting, supporting and motivating others (Leadership) Using Feedback to improve by: Considering and acting on feedback (Study and self management skills) Evaluating and monitoring own performance and progress (Study and self management skills) Giving and receiving feedback (Teamwork) Delivering outcomes by: Evaluating and justifying conclusions (Research) Structuring and communicating findings (Research) Learn lessons by: Understanding h:ow to learn and best conditions (Study and self management skills) Critically reflecting on own performance (Critical thinking and reflective skills)

Opportunities for further development of skills

Employability skills-‐rich teaching methods: Fieldwork Opportunities for developing employability skills arise naturally in teaching and learning. Students can monitor their own skills development when engaged in these activities and record their activities and evidence in an eportfolio.

Stages in process

Students to be able to:

Planning and preparing for field work

Defining the nature of a problem (Problem solving and reflective skills) Analysing a range of sources and options (Critical thinking and reflective skills) Evaluating a range of sources and options (Critical thinking and reflective skills) Analysing an argument (Critical thinking and reflective skills) Thinking logically and construct a logical argument (Critical thinking and reflective skills) Generating ideas and goals (Study and self management skills) Identifying means of implementing a solution (Problem solving and reflective skills) Identifying and prioritising options (Problem solving and reflective skills) Demonstrating clarity of judgement (Problem solving and reflective skills) Adopting flexible approach (to new learning opportunities )and adapting to new situations (Study and self management skills) Summarising background information (Research) Managing time and prioritise tasks (Study and self management skills) Undertaking primary/secondary research (Research) Demonstrating clarity of judgement (Problem solving and reflective skills) Using initiative and creativity in solving problems(Problem solving and reflective skills)solving Working as an individual or member of a team (Teamwork) Building effective working relationship (Teamwork) Working with others (Teamwork) Working collaboratively (Teamwork) Understanding group dynamics and receive feedback (Teamwork) Showing sensitivity to others (Teamwork) Assuming and understanding role of team leader (Leadership) Assisting, supporting and motivating others (Leadership)

Undertaking fieldwork tasks and activities

Extent to which application of skills are currently exploited

Opportunities for further development of skills

Stages in process

Deliver fieldwork outcomes, learning lessons and moving on

Students to be able to:

Using Feedback to improve by: Considering and acting on feedback (Study and self management skills) Evaluating and monitoring own performance and progress (Study and self management skills) Giving and receiving feedback (Teamwork) Delivering outcomes by: Evaluating and justifying conclusions (Research) Structuring and communicating findings (Research) Learn lessons by: Understanding h:ow to learn and best conditions (Study and self management skills) Critically reflecting on own performance (Critical thinking and reflective skills)

Extent to which application of skills are currently exploited Appropriate numeracy(IT and Numeracy skills)

Opportunities for further development of skills

Employability skills-‐rich teaching methods: Seminars Opportunities for developing employability skills arise naturally in teaching and learning. Students can monitor their skills development when engaged in these activities and record their activities and evidence in an eportfolio.

Stages in process

Students to be able to:

Preparing for and participating in seminars

Evaluating a range of sources and options (Critical thinking and reflective skills) Analysing an argument (Critical thinking and reflective skills) Thinking logically and construct a logical argument (Critical thinking and reflective skills) Generating ideas and goals (Study and self management skills) Identifying and prioritising options (Problem solving and reflective skills) Demonstrating clarity of judgement (Problem solving and reflective skills) Summarising background information (Research) Managing time and prioritise tasks (Study and self management skills) Undertaking primary/secondary research (Research) Using initiative and creativity in solving problems(Problem solving and reflective skills) Building effective working relationship (Teamwork) Working collaboratively (Teamwork) Understanding group dynamics and receive feedback (Teamwork) Showing sensitivity to others (Teamwork) Assisting, supporting and motivating others (Leadership) Evaluating and justifying conclusions (Research) Structuring and communicating findings (Research) Considering and acting on feedback (Study and self management skills) Evaluating and monitoring own performance and progress (Study and self management skills) Giving and receiving feedback (Teamwork)

Learning lessons and moving on

Extent to which application of skills are currently exploited

Opportunities for further development of skills

Critically reflecting on own performance (Critical thinking and reflective skills)

This resource is written for students

Study and Self Management Skills

Why are Study and Self Management Skills important? Managing yourself helps you to control your life and career in ways which suit you. Many graduate-‐ level jobs have a degree of independence and autonomy, and require graduates to plan and manage their own work schedules, monitor progress towards targets, and reflect on what has been achieved. To achieve a top class degree you have to be organised, cope with competing pressures, study effectively and efficiently and monitor your progress to ensure you are on-‐track for a good degree. This is why your University course will provide opportunities to develop this skill.

What aspects of Study and Self Management Skills can I develop? The aspects of this skill that your course will develop are shown below in bold. There are other aspects of this skill you may develop while you study, live and work here which employers also value. These are not bold in the list. If you know other aspects, collect evidence of them. I can set goals and adopt flexible approaches to achieving them • • • •

I generate clear and measurable ideas and goals I can apply my initiative, commitment and perseverance to activities I undertake I can adopt a flexible approach I build and maintain relationships with others to help me I can manage my time, resources and tasks

• • • • • •

I can manage time and resources and prioritise tasks I show initiative and enterprise in managing tasks I can manage emotions I anticipate and negotiate well I take and manage risks appropriately I show flexibility when priorities change I can address problems, feedback and progress issues effectively

• • •

I can review progress and act on feedback I respond positively to changed priorities and adapt to new situations I seek advice and support when needed I can secure the best conditions and opportunities for my own learning

•

I can evaluate and monitor my own performance

• • • • •

I can identify progress towards my goals I seek out appropriate challenges and responsibilities I deal with competing pressures well I reflect on the progress I have made in achieving goals, and evaluates what I have learned I know how to learn and can secure the best conditions to do so

How can I develop and record these skills? All academic and tutorial activities are structured to support development of your skills. How a course develops your skills will vary. It may be the way you learn, or how your course and its assignments are structured. It could be through the tutorial system and the skills you use working with your tutor. To help you improve skills quickly there will be opportunities to practise and receive feedback on them. Be sure to ask for feedback from all your lecturers on your skill development and review progress regularly with your personal tutor. Record your development in your portfolio. The skills you use to manage your academic studies are the same ones you use to manage your life. Look for opportunities to develop skills in all parts of your life. Your part-‐time job, recreational interests, sports clubs, committee work, leisure activities, work placement, vacation work can convince an employer that you have the skills they want. Keep a record of what you do and the skills you used. Note how you used skills in new situations, whether you applied them at an unusually high level, or used them in new, unfamiliar or testing conditions. You can store evidence and track your achievements in an eportfolio. You can bring all skills together in a GAE Grid. Use it to review your progress in all the skill areas. Detail your successes and concerns, and identify where you need help. Discuss your needs with your personal tutor and put a plan in place to develop the skills you need. Finally, tell prospective employers about the skills you have. They will be interested

How might employers ask me about my Study and Self Management Skills? This will depend on the job you are applying for. Typical interview questions where your study and self management skills could help you include: 1. “Tell me about the time you had to adopt a new approach or style to accomplish a task. How did you manage the transition?” 2. “What do you do when priorities change quickly? Give me an example of how you managed the situation and the outcome that resulted from your actions.” 3. “How do you decide whether a task has gone well or not and what would you do differently next time?” 4. “What do you do to ensure you are up to date in your speciality?” 5. “How do you ensure that deadlines you are given are met? How do you know?

Notes and action points on study and self management skills Ways in which my course is developing my study and self management skills How well developed are my study and self management skills at the present time? How I will evidence and record my study and self management skills

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What aspects of Critical Thinking and Reflective Skills can I develop? The aspects of this skill that your course will develop are shown below in bold. There are other aspects of this skill you may develop while you study, live and work here which employers also value. These are not bold in the list. If you know other aspects, collect evidence of them. I can evaluate information, sources, opinions and options • • •

I can identify questions to answer and problems to resolve I am confident with information in different media (oral, written, tactile, visual, etc); I can source additional information I think critically and logically

• • • • • •

I think critically when reading, writing, listening and speaking I ask questions to extend my thinking I think reflectively and imaginatively I use logical deductive skills I recognise logical conflicts in arguments I consider compatibility and equivalence between issues and arguments I analyse and construct arguments, assumptions, decisions and explanations

• • • • •

I question my own assumptions I can separate belief and logic from each other I use language well and accurately I support my conclusions with reasoned arguments and evidence I seek advice and support when I need it

I review my own performance and identify implications for my professional practice • • •

I look at what I have done objectively I deal positively with praise, setbacks and criticism I can see the implications of my activities

How might employers ask me about my Critical Thinking and Reflective Skills? This will depend on the job you are applying for. Typical interview questions where your critical thinking and reflective skills could be useful include: 1. “How would you present an unusual idea to your peers?” 2. “Give me an example of you thinking laterally about how to sort out an issue” 3. “Should we use tried or untried approaches when faced with challenging targets? 4. “How important to you is learning from your mistakes? Tell me how you did it and the effect it had.”

5. “Reflect on a situation in which you had to adjust to developments over which you had no control

Notes and action points on critical thinking and reflective skills Ways in which my course is developing my critical thinking and reflective skills How well developed are my critical thinking and reflective skills at the present time? How I will evidence and record my critical thinking and reflective skills

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Problem Solving and Creativity Skills

Why are Problem Solving and Creativity Skills important? Success in your University studies and later in the workplace requires you to be able to solve problems effectively and efficiently. Many of the more challenging problems demand the most creative solutions, so an ability to think differently and imaginatively about problems and to see new ways of solving them will help you resolve them more quickly and permanently. Organisations have problems to solve all the time. Employers want graduates to bring these skills to the workplace. Thinking creatively opens up new possibilities. It allows you to identify better ways of doing things. It gives you innovative tools to work with. Developing and applying creative solutions to testing problems usually require a blend of skills and employers value a graduate’s ability to mix problem -‐solving techniques with creative thinking to sort issues. Standards rise in organisations when employees solve problems with an open, critical and inquisitive mind.

What aspects of Problem Solving and Creativity Skills can I develop? The aspects of this skill that your course will develop are shown below in bold. There are other aspects of this skill you may develop while you study, live and work here which employers also value. These are not bold in the list. If you know other aspects, collect evidence of them. I can define and analyse the nature of problems I am confident and flexible in identifying and defining complex problems (individually and in groups) I can identify and prioritise inventive, creative and effective ways to solve problems • • • • • • • •

I use lateral thinking I make original connections between ideas I can link my own and others’ ideas I question my own assumptions and ways of working I use my initiative, creativity and logical reasoning I am persistent and explore alternative ways of working I can adapt my ideas as circumstances change I have clarity of judgement and can provide a supporting rationale I can secure appropriate means to solve a problem

•

I follow things through

• • •

I can review my progress objectively I act appropriately on outcomes I will seek advice and support when I need it I justify approaches used to solve a problem

•

I can assesses myself and identify my opportunities and achievements

How might employers ask me about my Problem Solving and Creativity Skills? This will depend on the job you are applying for. Typical interview questions where your problem solving and creativity skills could be useful include: 1. “Tell me about a time when you had to be creative and flexible in relating to others.” 2. “Think about a problem that you have solved in a unique or unusual way. What was the outcome? Were you satisfied with it?” 3. “Have you worked on a problem without supervision? What did you achieve? How creative was your solution?” 4. "Think about a time when you missed a deadline. What caused the problem? What did you do? What was the outcome?"

Notes and action points on critical thinking skills Ways in which my course is developing my critical thinking skills How well developed are my critical thinking skills at the present time? How I will evidence and record my critical thinking skills

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Writing Skills Why are Writing Skills important? The importance of being able to communicate in writing is obvious. Succeeding in your academic studies and at work requires you to be able to write in different ways for different audiences. You will not achieve a good degree or hold down a graduate job if you can’t write accurate English. Examiners will not mark scripts they cannot read or understand, and employers will expect you to be able to use general and technical English. Accurately expressing yourself in writing is a basic skill and the foundation of effective workplace communications. Paying good wages to a poor communicator is a waste of money for an organisation and they won’t do it. Poor writing skills lead to organisational inefficiencies. In the longer term an inability to express yourself clearly and accurately will hinder your career

What aspects of Writing Skills can I develop? The aspects of this skill that your course will develop are shown below in bold. There are other aspects of this skill you may develop while you study, live and work here which employers also value. These are not bold in the list. If you know other aspects, collect evidence of them. I can match sources of information and writing styles to audiences and purposes • • • •

I communicate persuasively and logically I write for appropriate disciplines I write clearly and coherently I match language, format and structure to the audience it is intended for

I apply high standards of accuracy, attribution and non-‐plagiarism • • • •

I acknowledge sources and the work of others I can transcribe sources accurately and professionally I use grammar punctuation and spelling correctly to express myself I use a variety of sources appropriate to the task

I review my written work • • •

I proofread, edit and revise my written work I critically assess my work and match it to the original brief I identify improvements and carry them through

How might employers ask me about my Writing Skills? This will depend on the job you are applying for. Typical interview questions where your writing skills could be useful include: 1. “Consider a time when you had to use your writing skills in order to get a point across. What did you do? What was difficult? What was easy? What was the result?” 2. “We often have to produce documents with similar content for different audiences. How do we ensure we produce the right kind of document for each audience?” 3. “How would you write a technical note to a non-‐technical manager?" 4. “What checks do you put in place to ensure your written work is correct?" 5. ”Tell me about your final year dissertation. How did you select the ways in which you would present the data and your conclusions?” 6. “Look at this text. It’s written for a layperson. Tell me what you would change and why”

7. “What are your top tips for writing a PowerPoint slide presentation?”

Notes and action points on writing skills Ways in which my course is developing my writing skills How well developed are my writing skills at the present time? How I will evidence and record my writing skills

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Oral Skills

Why are Oral Skills important? An ability to express yourself accurately is a core part of being effective in what you do. An inability to communicate with individuals will compromise your studies and your working life. The capacity to use different forms of language accurately and to communicate your ideas with clarity and colour ensures you can influence others. A capacity to adjust what you say and how you say it enables you to interact with different individuals and audiences – a flexibility which employers value highly.

What aspects of Oral Skills can I develop? The aspects of this skill that your course will develop are shown below in bold. There are other aspects of this skill you may develop while you study, live and work here which employers also value. These are not bold in the list. If you know other aspects, collect evidence of them. I can match my communication style and content to the audience it is intended for • • •

I put forward my own point of view using appropriate language and vocabulary I can clarify and confirm audience understanding of what I am saying I use formal and informal language appropriately I engage, debate and negotiate with others

• • • •

I listen to and responds appropriately to others I communicate effectively in familiar, formal and informal contexts I can communicate professionally with individuals, groups and peers I use arguments, debating and negotiating skills appropriate to the context

To help you improve skills quickly there will be opportunities to practise and receive feedback on them. Be sure to ask for feedback from all your lecturers on your skill development and review progress regularly with your personal tutor. Record your development in your portfolio. The skills you use to manage your academic studies are the same ones you use to manage your life. Look for opportunities to develop skills in all parts of your life. Your part-‐time job, recreational interests, sports clubs, committee work, leisure activities, work placement, vacation work can convince an employer that you have the skills they want. Keep a record of what you do and the skills you used. Note how you used skills in new situations, whether you applied them at an unusually high level, or used them in new, unfamiliar or testing conditions. You can store evidence and track your achievements in an eportfolio. You can bring all skills together in a GAE Grid. Use it to review your progress in all the skill areas. Detail your successes and concerns, and identify where you need help. Discuss your needs with your personal tutor and put a plan in place to develop the skills you need. Finally, tell prospective employers about the skills you have. They will be interested.

How might employers ask me about my Oral Skills? This will depend on the job you are applying for. Typical interview questions where your oral skills could be useful include: 1. “What have you done recently to improve your verbal skills?” 2. “Tell me about a time when your oral communication skills were particularly effective with an un-‐responsive audience. What was different in making it effective?” 3. ”How strong would you consider your communication skills to be? How do you know?” 4. “Recall a time when you had to use your verbal reasoning skills to get a point across. How did you do it? Did it work?” 5. “How do you introduce yourself in social gatherings, or new or different situations?" 6. “How do you build rapport with someone and make them feel comfortable?

Notes and action points on oral skills Ways in which my course is developing my oral skills How well developed are my oral skills at the present time? How I will evidence and record my oral skills

This resource is written for students

Reading Skills Why are Reading Skills important? Success in your studies requires that you can read, understand and interpret different sources and styles of writing. Graduate level reading skills demand that you can read and assimilate complex ideas. The process of studying will not happen without highly developed reading skills. The ability to read and understand diverse styles of writing is particularly valued by employers as your skills can be widely applied to their business. Your capacity to express yourself more accurately orally and in writing increases with reading.

What aspects of Reading Skills can I develop? The aspects of this skill that your course will develop are shown below in bold. There are other aspects of this skill you may develop while you study, live and work here which employers also value. These are not bold in the list. If you know other aspects, collect evidence of them. I match my reading styles to sources, contexts and purposes • • •

I can select and use different types of texts for different purposes I can draw information and ideas from different sources and texts I can use match strategies to texts for different purposes I apply critical reading and note-‐taking skills

• • • •

• •

I can decode written word in variety of contexts I can read critically and summarise what I have read succinctly I transcribe meaning accurately from sources I use I have a range of reading skills: skimming, scanning, predicting, speed reading, close reading and assimilation I can identify points of view, implicit meaning and bias accurately I can read and make notes at the same time

Look for opportunities to develop skills in all parts of your life. Your part-‐time job, recreational interests, sports clubs, committee work, leisure activities, work placement, vacation work can convince an employer that you have the skills they want. Keep a record of what you do and the skills you used. Note how you used skills in new situations, whether you applied them at an unusually high level, or used them in new, unfamiliar or testing conditions. You can store evidence and track your achievements in an eportfolio. You can bring all skills together in a GAE Grid. Use it to review your progress in all the skill areas. Detail your successes and concerns, and identify where you need help. Discuss your needs with your personal tutor and put a plan in place to develop the skills you need. Finally, tell prospective employers about the skills you have. They will be interested.

How might employers ask me about my Reading Skills? This will depend on the job you are applying for. Typical interview questions where your reading skills could be useful include: 1. “How do you ensure you have captured the key information from written information presented to you?” 2. “Tell me about an impressive report you have read and what you thought its strengths were due to” 3. “How have you improved your reading skills over the last year?”

4. “As a reader of scientific publications, what are your top tips to technical authors if they want to get their message across?

Notes and action points on reading skills Ways in which my course is developing my reading skills How well developed are my reading skills at the present time? How I will evidence and record my reading skills

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IT, Information and Numeracy Skills

Why are IT, Information and Numeracy Skills important? Many graduate–level jobs use information technology skills. You will struggle to carry out your academic work and build a rewarding career if you are unable to use information technology or develop the skills to operate specialist computer-‐based equipment. Many organisations use the Internet to manage their businesses. Numeracy skills are fundamental to being effective. Managing aspects of your university life and developing rewarding careers demand good numeracy skills. Employers consider numeracy skills to be a basic competence. Too few students have the numeracy skills employers need and many employers struggle to recruit suitably numerate graduates

What aspects of IT, Information and Numeracy Skills can I develop? I can match technology to a context • •

I use technology appropriately to produce solutions to problems and develop myself I can use a range of IT-‐based approaches and packages I can match my numeracy skills to tasks

• • • • • • •

I can use numbers to represent situations and problems I can apply appropriate mathematical procedures to data and information I can examine patterns and relationships in numerical information I can interpret numbers presented in results and solutions I can draws conclusions from numbers-‐based information I consider the appropriateness and accuracy of results by evaluating the meaning of numbers I can communicate the meaning of numbers to others in appropriate ways

I can use the internet effectively and courteously

The skills you use to manage your academic studies are the same ones you use to manage your life. Look for opportunities to develop skills in all parts of your life. Your part-‐time job, recreational interests, sports clubs, committee work, leisure activities, work placement, vacation work can convince an employer that you have the skills they want. Keep a record of what you do and the skills you used. Note how you used skills in new situations, whether you applied them at an unusually high level, or used them in new, unfamiliar or testing conditions. You can store evidence and track your achievements in an eportfolio. You can bring all skills together in a GAE Grid. Use it to review your progress in all the skill areas. Detail your successes and concerns, and identify where you need help. Discuss your needs with your personal tutor and put a plan in place to develop the skills you need. Finally, tell prospective employers about the skills you have. They will be interested.

How might employers ask me about my IT, Information and Numeracy Skills? This will depend on the job you are applying for. Typical interview questions where your IT, information and numeracy skills could be useful include: 1. “How do you identify your skill in using modern technology?" 2. “What do you do to ensure you have access to the latest technology in your field?" 3. “How do you keep your information technology skills up-‐to-‐date?” 4. “Why do think some people don’t like working with numbers” 5. “Tell me about a presentation you have done which required data to be communicated. What did you do and what was the outcome?”

Notes and action points on IT, information and numeracy skills Ways in which my course is developing my IT, information and numeracy skills How well developed are my IT, information and numeracy skills at the present time? How I will evidence and record my IT, information and numeracy skills

This resource is written for students

Research Skills

Why are Research Skills important? Studying effectively at degree-‐level requires that you are good at research. You have to find and use information, so a capacity to critically source, record, analyse and interpret large amounts of information is critical. An ability to set information in context requires sophisticated research skills Organisations have to evaluate issues and a range of research skills ensures a full and accurate assessment of the issues involved. Research skills which enable you to evaluate and balance information will be useful in solving problems within organisations

What aspects of Research Skills can I develop? I can identify a research topic • •

I can link theory with my research I can judge relevance and evaluate the value of information I can construct and implement a research strategy

• • • • • • • • • •

I can set my research in a context I work effectively, collaboratively and sensitively with others I am aware of the implications of my decision-‐making I can explore issues from different perspectives I use reasoning and argument in appropriate ways I can interpret data/established ideas and/or professional practice accurately I can summarise background information and detect any gaps in knowledge and understanding I anticipate, take and manage risk appropriately I ask for advice and support when needed I can use primary and secondary research as appropriate I can evaluate and justify my conclusions and recommendations

• • • •

I act on outcomes in appropriate ways I can assesses myself objectively and accurately I can identifying opportunities and my achievements I can review my progress I can organise, produce and disseminate finding

How might employers ask me about my Research Skills? This will depend on the job you are applying for. Typical interview questions where your research skills could be useful include 1. “When presented with several sources of evidence, how do you ensure you reach the most appropriate conclusion?” 2. “Tell me what your research strategy for a new project would be.” 3. “Outline how you would set about interpreting information gained from your research activities” 4. “How would you evaluate your research skills?”

5. “A member of your team has weak research skills. How would you address the problem?

Notes and action points on research skills Ways in which my course is developing my research skills How well developed are my research skills at the present time? How I will evidence and record my research skills

This resources is written for students

Teamwork skills

Why are teamwork skills important? All organisations use teams. Your studies here will involve you in working with others in teams. Your working life will involve teams. Many graduates work in teams soon after appointment, and the most successful individuals adapt their teamwork skills to cope with very challenging situations. Employers want team players. Working confidently, co-‐operatively and flexibly as a member of a team is a highly valued graduate skill. Accommodating the expertise, motivations and behaviours of other team members and still remaining focused on what the team is tasked with doing is a crucial job skill.

What aspects of teamwork skills can I develop? I can set goals and adopt collaborative approaches to achieving them • • • •

I can interpret a team brief I can commit to what the group has to achieve I can encourage the commitment and engagement of fellow team members I can allocate roles and responsibilities to team members I can work effectively, collaboratively and sensitively

• • • • • • • • • • • • • • • •

I can work as an individual or member of a team I am sensitive to the professional and personal interests of other team members I take responsibility for a range of appropriate activities and tasks I anticipate problems I work with a range of individuals regardless of age, gender, religion, race or political persuasion I find ways around problems I encourage team members to play their full part I manage productive discussions to achieve the results expected in an efficient way I work confidently, collaboratively, innovatively and creatively to achieve goals I showing respect and fairness to fellow team members I adjust my ways of working and thinking to suit individuals and circumstances I am willing to compromise where required I am a good listener I delegate responsibility where required I deal effectively with difficult individuals I secure the resources and support needed to deliver outcomes I use group dynamics to review progress and secure outcomes

• •

I collaborate with others to reach agreements and secure expected outcomes I use my knowledge of team dynamics to deliver outcomes of a consistently high standard.

• •

I am accountable for my actions I deliver outcomes on time and the standard expected I use feedback to improve my performance

•

I use constructive criticism to improve my working practices

How can I develop and record these skills? All academic and tutorial activities are structured to support development of your skills. How a course develops your skills will vary. It may be the way you learn, or how your course and its assignments are structured. It could be through the tutorial system and the skills you use working with your tutor. To help you improve skills quickly there will be opportunities to practise and receive feedback on them. Be sure to ask for feedback from all your lecturers on your skill development and review progress regularly with your personal tutor. Record your development in your portfolio. The skills you use to manage your academic studies are the same ones you use to manage your life. Look for opportunities to develop skills in all parts of your life. Your part-‐time job, recreational interests, sports clubs, committee work, leisure activities, work placement, vacation work can convince an employer that you have the skills they want. Keep a record of what you do and the skills you used. Note how you used skills in new situations, whether you applied them at an unusually high level, or used them in new, unfamiliar or testing conditions. You can store evidence and track your achievements in an eportfolio .You can bring all skills together in a GAE Grid. Use it to review your progress in all the skill areas. Detail your successes and concerns, and identify where you need help. Discuss your needs with your personal tutor and put a plan in place to develop the skills you need. Finally, tell prospective employers about the skills you have. They will be interested.

How might employers ask me about my teamwork skills? This will depend on the job you are applying for. Typical interview questions where your oral skills could be useful include: 1.

“Think about an example of how you worked effectively with others to accomplish an important result. What did you do? What was the result?”

“Describe a situation in which you had to arrive at a compromise. What was your role? What steps did you take? What was the end result?”

“Tell me about how you gained the attention and respect of other team members”

“How do you work with someone who doesn’t share the same ideas as you?”

“Does it matter that you are always expected to be accountable for your actions in a team?”

“How similar to your normal course work was working in a team on your placement year?”

Notes and action points on teamwork skills Ways in which my course is developing my teamwork skills How well developed are my teamwork skills at the present time? How I will evidence and record my teamwork skills

This resource is written for students

Leadership Skills Why are Leadership Skills important? Aspects of your University studies will require you to direct the work of others. Having the skills to organise others and get the most from them is critical. Many graduates take on leadership roles in organisations quite soon after appointment. Many employers want graduates to assume responsibility early and good leadership skills can help you progress. Recognising the leadership skills of groups you lead will ensure you get the most from colleagues with whom you work. It will make your life easier.

What aspects of Leadership Skills can I develop? I set common goals and lead collaborative approaches to achieving them • • • • •

I use problem-‐solving and decision-‐making skills appropriately I can motivate others and appreciate their contributions I share information openly in the interests of the team I can adapt my behaviour to suit different roles and situations I empower colleagues I lead I use the role of leader to assist, support and motivate others

• • • • • • • • •

I develop my team members I use plans and am organised and effective I cope with competing pressures well I act consistently I behave with integrity I delegate I apply high values I am sensitive to circumstances, belief and feelings of others I seek advice and support when needed I use group dynamics to review team progress and secure outcomes I use feedback to improve my own performance and the performance of team members

• •

I can analyse critically the quality of my own work I can analyse the work of others

How might employers ask me about my Leadership Skills? This will depend on the job you are applying for. Typical interview questions where your leadership skills could be useful include: 1. “When working on a team project have you ever had an experience where there was a strong disagreement within the group? How did you resolve it?” 2. “Tell me about a time when you worked on a team whose members did not get along” 3. “Describe a situation when you were able to build team spirit at a time of low morale” 4. “How have you recognised and rewarded a team player in the past? What was the situation? What did you do?” 5. “What sort of leader are you? “ 6. “How would your team describe your leadership skills?”

Notes and action points on leadership skills Ways in which my course is developing my leadership skills How well developed are my leadership skills at the present time? How I will evidence and record my leadership skills

Section 3 Use these resources to help studentsâ&#x20AC;&#x2122; develop their career search skills and construct a coordinated approach to where they go next.

Career Skills: Course Leaders’ Checklist

Question

Consideration to include

Evidence

Strength or weakness of current provision

Do you promote and structure student’s awareness of him/herself as it affects their studies, personal development and careers Do you build student’s engagement in their own academic and personal development, and support their capacity to change and adapt

Wide-‐ranging, rigorous and aspiration-‐raising evaluations on students’ career suitability are undertaken Analyses cover all elements of student’s life at the University

Do you acknowledge and facilitate student’s achievements, confidence, ambition and aspirations

Career application processes supported High value-‐added progression is promoted

Opportunities for students to identify and demonstrate skills, interest and motivations are provided Comprehensive and detailed career opportunity awareness provided Structured and responsive careers-‐related development planning are provided Opportunities for careers research are provided Support for careers decision making and development planning is provided

Career Management Skills Audit Finding and securing a graduate level position is a key indicator of success. Students need the skills to evaluate themselves and their interests, to evaluate career or advanced study options, and to follow through on them successfully. It is an element of study and self management skills, as is personal development planning. Students will use and evidence many of their employability skills in their career search. Many courses use the Quality Template to develop these skills, from which this table is drawn. Issues in Column 1 are taken from the RAS.

Core learning outcomes

Description of activity

Unit/level Core or Student Assessments of study Option Undertaken

Self awareness Identify own skills, interests and motivations in the context of career decision making Demonstrate how these skills, interests and motivations may be applied in a career management context

Core learning outcomes

Description of activity

Unit/level Core or Student Assessments of study Option Undertaken

Opportunity awareness

Explore and understand the options open to students and graduates Identify the specific skills, experience and qualities required for all chosen opportunities Identify and research different sources of labour market intelligence, vacancy information and recruitment and selection methods used by employers, in the private, statutory and voluntary sector and by course providers Demonstrate an awareness of how organisations work and make decisions Demonstrate an awareness of the ethical and legal requirements of different professions and organisations Demonstrate an awareness of the global labour market taking into account the impact of globalisation and own personal career goals

Decision Learning Identify those employability skills an individual student may need to develop further in order to achieve personal career goals Evaluate how personal priorities and constraints may affect career decisions and to formulate the action needed to achieve career goals

Core learning outcomes

Description of activity

Unit/level Core or Student Assessments of study Option Undertaken

Transition Learning

Recognise and demonstrate what makes an effective application. Recognise the purpose and process of all selection procedures including interviews and assessment centres and identify and prepare strategies for effective self presentation

This resource is written for students

Students’ Career Skills The skills below contribute to career activities. Evaluate your performance and transfer your career issues, achievements and action plans to your ePortfolio. You may wish to use using a simple traffic light system to help you identify your strengths and weaknesses. An eportfolio can be used to manage your achievements and career development activities. A university eportfolio can be accessed through your Moodle account.

Career Skill

Can you:

What is its current status

Self awareness

Identify your skills, interests and motivations that might influence your career options?

Transferred to your e-‐ portfolio?

Supporting evidence and areas for further development

Demonstrate how your skills, interests and motivations might influence your career search?

Opportunity Awareness

Find and understand the career options open to you Identify the specific skills, experience and qualities required for all the opportunities you are interested in Identify and research the labour market, vacancy information and recruitment and selection methods used by employers and by course providers Demonstrate an awareness of how organisations work and make decisions to help you secure a job Demonstrate an awareness of the ethical and legal requirements of different professions and organisations

Demonstrate an awareness of the global labour market taking into account the impact of globalisation and your own personal career goals? Decision Making

Identify the employability skills you need to develop further in order to achieve your personal career goals?

Evaluate how your personal priorities and constraints could affect your career decisions? Formulate an action plan to achieve your career goals? Transition learning

Recognise and demonstrate what makes an effective job or post -‐ graduate study application? Recognise the purpose and understand the process of common selection procedures (including interviews and assessment centres) and identify and prepare yourself for accordingly?

Section 4 Use these resources to help personal tutors approach PDP in ways which promote engagement and development of skills.

How PDP can help employability skills development

Personal Development Planning: 1. helps students monitor and plan employability skills development which make them more effective, confident and expert learners 2. reviews and balances skills development in academic and non-‐academic areas which are valued by employers 3. helps students reflect on their abilities, gather evidence of their achievements, and to build and implement action plans to achieve personal goals and help them manage their careers and adult lives professionally 4. builds awareness that graduate employment is increasingly competitive requiring them to develop a range of skills and experiences to succeed

How might students use PDP to apply, record and develop employability skills?

1. a structured approach through the personal tutor system 2. through course units using materials produced centrally or by departments 3. self-‐managed opportunities (e.g. the e-‐Portfolio); 4. a combination of the above

A possible PDP framework Element

Details

Provide a clear programme of PDP that promotes

Current status and evidence

student engagement, responsibility, choice, participation, and which personalises their learning Promotes PDP in course unit descriptors, programme specifications, course handbooks and tutorial services Provide appropriately trained staff to undertake personal tutor roles Manage tutorial group to ensure students receive individual attention and a high quality PDP experience, amending tutor/tutee allocations if required Induct and support students in their PDP activities

Element

Details

Current status and evidence

Structure and encourage developments in students which enable them to make the most of the teaching, learning and assessment opportunities on offer Maintains regular contact with tutees, meeting the minimum contact obligations (individual and/or group) as set down in Annex 3, Curriculum 2012 Provide feedback to students on their personal development activities Enable students to maintain their own PDP records and document their development using on-‐line tools (e.g. ePortfolio). Support tutors’ own professional development in PDP Plans, structures, coordinates, monitors and evaluates PDP delivery standards Liaises with support services to ensure PDP resources and services meet each student’s needs

PDP Entitlement: Tutor’s Checklist 1 Issues are taken from the RAS document and summarise each student’s entitlement to PDP.

Outcomes

Details

Level 4: Developing as effective learners

Current status and evidence

Explore benefits of PDP Clarify reasons for their choice of programmes Identify the skills and knowledge required to fulfil the level 4 learning outcomes Evaluate their general and academic skills and indentify ways in which weaknesses might be improved and strengths enhanced Plan action to achieve learning outcomes Periodically review formative and summative assessment results Evidence progress made in terms of personal, academic and career achievements Consider level 5 options

Outcomes

Details

Level 5: Thinking about future prospects Review level 4 achievements Identify the skills and knowledge required to fulfil the level 5 learning outcomes Plan action to achieve level 5 learning outcomes Evaluate their skills and interests and how they relate to possible career plans Think about future career options and understand how to research these Write an action plan to achieve career goals Periodically review formative a d summative assessment results Evidence progress made in terms of personal, academic and career development Consider dissertation/ project focus Decide level 6 option choices

Current status and evidence

Level 6: Critical reflections

Review level 5 achievements Identify the skills and knowledge required to fulfil the level 6 learning outcomes Focus on degree aspirations (level of award) Plan employment and or further study options Review progress in achieving career goals and plan further action required Evidence progress made in terms of personal academic and carer achievements

Outcomes

Level 7:

Details

Current status and evidence

Explore the benefits of PDP Clarify the reasons for their choice of programme Identify the skills and knowledge required to fulfil the level 7 learning outcomes Evaluate their general and academic skills and identify ways in which weaknesses might be improved Plan action to achieve level 7 learning outcomes Evaluate their skills and interests and how they relate to possible career plans Thinks about future career options and understand how to research these Write an action plan to achieve career goals Evidence progress made in terms of personal, academic and career achievements

PDP Entitlement – Tutor’s Checklist 2 Personal development planning can be seen as part of study and self management skills. Students will use a range of employability skills to structure, participate in and record their personal development plans and activities. Tutors can help by structuring PDP.

Question

Consideration to include

Do you promote and structure every student’s awareness of him/herself as it affects their studies, personal development and careers Do you build every student’s engagement in their own academic and personal development, and support their capacity to change and adapt

Strength or a weakness of current provision?

All students undertake accurate, evidence-‐based reflective evaluations of themselves

Current status and supporting evidence

Evaluations include academic, personal and progression-‐related issues 1. Student engagement in development planning is positive and productive 2. Structure and process of development planning meets student’s individual needs: structured, supported and sustainable

3. Development planning covers academic, personal and progression-‐ related issues

4. Students make appropriate use of their potential and interests

5. Students recognise their capacity for change and the influences acting on it 6. Development planning include approaches to managing and monitoring progress 7. Students make informed and reasoned decisions, and respond positively to new priorities and changed circumstances. 8. Planning promotes autonomy, initiative and enterprise, high value professional skills development and career awareness

9. Student’s capacity to manage their own development is supported 10. Students make appropriate use of University services and resources to support achievement and progression

11. Students have appropriate IT and communication skills to enable them to engage, record and act Do you acknowledge and facilitate every student’s achievements, confidence, ambition and aspirations

1. 2.

Student’s progress and achievement accredited to build confidence and ambition Student’s progress and success is acknowledged and celebrated

This resource is written for students

What is Personal Development Planning (PDP)? PDP supports you and your learning. It helps you achieve. It’s a process that you will use time and again in your academic, career search, professional and private life. You will use PDP throughout your time at the University to review what you have achieved and make decisions about the options open to you. You will use PDP again when you leave the University to find and develop your career. It will help get the right job for you and to make the most of it. While you are studying, PDP will make you a more effective, confident and independent learner. PDP enables you to recognise the progress you are making, identify preferred ways of doing things and set out what remains to be done. Knowing what you have achieved and how you achieved it allows you to choose the right way forward by using approaches which work well for you. PDP requires sophisticated skills. You need to gather evidence of your achievements, reflect on what they mean for you and your aspirations and set out a realistic way of achieving them. Progress in anything you do requires that you are clear about what you want to achieve (your goals). Identifying realistic goals and setting out sensible ways of achieving them (your plans) will help you develop. As you develop, new goals replace old goals; new plans replace old plans. Tutorials are built around PDP. Tutorials are an opportunity to review your goals and plans with your tutor, set out ways of achieving them and detail how your goals might change as you develop and improve.

This resource is written for students

Making Tutorials work Tutorials are at the heart of personal development planning. It's where your personal tutor helps you evaluate your progress, solve problems and identify opportunities. By planning tutorials carefully you can ensure that the important issues are addressed and ways forward found. Tutorials work best when issues for discussion are relevant, clear and all parties are well prepared and focused on finding solutions. Use the Tutorial Preparation Sheet to identify what you want to discuss. This could be your assignment marks, or the ways you are being taught. It could also be the professional skills your course develops or the study option choices you have. Use tutorials to review other issues affecting your progress, e.g. your working life (placement opportunities, career options, PT jobs, etc), or your personal life (balancing work demands, sport, cultural activities, personal problems). Expect to be challenged in tutorials. You will be asked for your ideas and solutions, so reflect deeply on issues before you go and have proposals for how problems might be solved. Ensure you have evidence to support your situation e.g. your academic marks for a discussion on your academic progress, or examples of learning activities for a review of your academic activities. Use the My Journal facility to store your thoughts, evidence and options. You can create a page to submit to your tutor based on what you want to discuss. Tutorials are a powerful influence on your success. Click here for a simple document which can help you with tutorials: http://moodle.port.ac.uk/mod/resource/view.php?id=19963

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