Skills for Success: Personal Development and Employability, 4th Edition
- Length: 392 pages
- Edition: 4
- Language: English
- Publisher: Red Globe Press
- Publication Date: 2021-04-30
- ISBN-10: 135201159X
- ISBN-13: 9781352011593
- Sales Rank: #1677472 (See Top 100 Books)
Now in its fourth edition, this indispensable guide helps students to create their own personal development programme and build the skills and capabilities today’s employers want. Step by step, it takes students from the initial stages of setting goals and defining success through to the application process for their dream job. Part 1 prompts students to think about what ‘success’ means to them and to think more deeply about what matters to them, what inspires them, and what will help them to achieve their long-term ambitions. This section also helps students to better manage their time, energies and resources so that they can achieve the kind of success they want. Part 2 shows students how to refine their people and task management skills, enabling them to become the effective communicators and problem-solvers that today’s employers want. Part 3 develops students’ creative and reflective thinking, thereby strengthening students’ academic and professional abilities. Part 4 helps readers to reflect on what employers really want from job applicants and explains how they can take concrete action to improve their job prospects. Chapters contain guidance on how to put forward a strong application, how to make the best use of placements, and how to keep records so that students feel more in control during the application process.
Internationally acclaimed study skills author Stella Cottrell provides students with the ingredients they need to create their own recipe for success. Whether you’re just starting at college or university, or about to leave a postgraduate programme, Skills for Success will help you to think creatively and constructively about personal, academic and career goals.
Contents Companion site materials List of abbreviations Acknowledgements Foreword Introducing Is this book for you? Shape your future Aims of Skills for Success Getting started Skills for Success: the approach All about you Emphasis on action Improved decision-making Time for thought Employability focus How to use Skills for Success Locate what you need Select and personalise Use the selfevaluations Icons used in the book Give it time Experiment Become more observant Take action Reflect Start a ‘reflective journal’ Compare ‘then’ and ‘now’ Overview of the chapters Part 1: Self-management 1 Taking charge of your future 2 The Vision: What does ‘success’ mean to you? 3 Know yourself 4 Improving personal performance 5 Successful self-management Part 2: People and Task Management Skills 6 People skills 7 Teamwork 8 Develop your leadership capacity 9 Managing tasks and projects 3: Extending your thinking 10 Thinking creatively and productively 11 Practical problem-solving 12 The art of reflection Part 4: Employability and enhancing your career prospects 13 What do employers really want? 14 Getting the job you want 15 Building a professional identity: reputation, personal profile and records About the companion site The companion site for Skills for Success PART 1 Self-management Part 1 is designed to help you to: Personal development planning Knowing yourself Personal performance Chapter 1 Taking charge of your future Learning outcomes What kind of future? Make it happen Getting started with Personal Development Planning (PDP) ‘PDP’: What is it? You and your aspirations Taking stock Guiding your destiny A creative process PDP as a process Reflect Personal development involves … Aspiring for your future Bringing the right ‘mindset’ Believing in yourself Increased self-awareness Thinking things through Decision-making Active investigation Being open to possibilities Devising a personal path Just ‘being’ — with mindful awareness Why PDP matters for students More than just a degree Why is PDP actively encouraged for students? Can you really plan for an unknown future? Preparing for graduate jobs Achieving academically PDP: what students say PDP: what graduates say PDP in employment Identifying PDP at work PDP in work contexts Using student PDP at work Managing the challenges Reflection Good places to start Identify personal benefits of PDP An upwards spiral Benefits to me? 1 Benefits to my study Others relevant to me? 2 Benefits to my career/ professional life Others relevant to me? Activity What PDP do I want/need? Do I need PDP? Self-evaluation What are my PDP priorities? Personal priorities for PDP Priorities whilst a student Take a rounded approach to PDP Spiritual Emotional Intellectual Social Physical Take a rounded approach to PDP Maintaining a balance? Current balance Ideal balance Observation Reflection Make the commitment to your PDP Activity Commitment Reflection Next Steps Take and make opportunities Seize the chance Find out what is available Identify opportunities … Work-related opportunities Opportunities through the curriculum Opportunities for advice and guidance Review: Taking charge of your future Chapter2 The vision: what does success mean to you? Learning outcomes Introduction Defining success Activity Spectrums of success – or knowing what you want Reflection Activity Successful people Activity Symbols of success Put it into words Activity Define personal success Activity Personal success Values Why values matter Value sets Recognising our values Layers of the onion Reflection Which values? Values most important to me Reflection Observation Testing our values Activity Step 1: Identifying needs and wants Activity Step 2: Needs and wants Step 3: Consistency check Reflection Reflection Impact and choices of values Activity Feeling valued: compliments Inspiration Sources of inspiration Inspiring ideas? Actions? For study? People? How do you inspire yourself? Characteristics? How? Clarifying the vision The dream Activity The dream The long-term vision Reflection Achieve the vision: set interim goals Identify interim goals Shape good goals Make an action plan Personal action plan (example) Personal investment: benefits and costs of achieving goals Weighing it up A personal consideration Benefits and costs of achieving your goals Benefits and costs of achieving your goals Sustaining the motivation to achieve Put in the hours High achievers and time What if I don’t have time? Self-motivation Activity Reflection Ingredients of success: learning from CEOs Characteristics of CEOs Attributes of success In the workplace In other contexts Ingredients of success – for goals Do you have the attributes associated with success? Skills and qualities needed for your goals? A good skills ‘match’? Breadth of vision and experience Reflection Attributes associated with success Self-evaluation Observation Attributes needed to achieve your goal Congruence and integrity Congruence ‘Goal inertia’ What if I …? Activity What if I …? Does it all add up? Review: The vision Chapter 3 Know yourself Learning outcomes Introduction Your life narrative The ‘true story’? Develop your own narrative Components in your plot Activity 1 Significant components in the plot Activity 2 Life Chart: plotting the journey Activity 3 Find the links Create the narrative Activity 4 Create the narrative What’s the significance? Reflection A changing perspective? Want to know more? Themes in your tale Recurring themes Reflection Life is like a … Activity 5 Life metaphor Activity 6 A new life metaphor? Yourself as Hero Reflection Activity 7 The Hero Identify your personal caricature Activity 8 Create a personal caricature Reflect Choices Activity 9 The choices made Reflect The impact of choices Evaluating experience Activity 10 Evaluating opportunities The ‘next chapter’ Activity 11 The ‘next chapter’ Your top forty and significant seven Activity 12 Top forty strong points Activity 13 Seven significant changes Reflection Value your strengths Reflection Considering change Your learning history Activity 14 Learning history Draw on your insights Activity 15 Best learning experiences The effect on you now? Reflection The impact of your educational experiences Agents in our learning destinies What helps you to learn? Typical responses My best learning experiences were when … Reflection Create ideal conditions for learning Drawing on your expertise Personal expertise metaphor Examples Personal expertise metaphor: examples Victor: ‘My Engine’ Roger: aircraft assembly Luzia and dressmaking Make it ‘make sense’ Applying the metaphor Applying your expertise a. Identify your area of expertise b. Break it down c. Detail the new task/situation d. Draw out similarities e. Consider any significant differences Review: Know yourself Chapter 4 Improving your personal performance Learning outcomes Introduction Learning and performance Achieving more Unique individuals Personal preferences Learning ‘types’? Attaining peak performance More than just ‘getting by’ The athletes’ approach Select the occasion Personal performance and ‘SHAPES’ Changing SHAPES Noleen’s SHAPES Self-evaluation of strengths and weaknesses (week 8) Noleen SHAPES Profile: Noleen Idris’s SHAPES Self-evaluation of strengths and weaknesses (week 8) Idris SHAPES Profile: Idris Find your SHAPES for academic study ‘Snap’ SHAPES Profile Rate yourself for skills Rate yourself: habits and attitudes Rate yourself: preferences and experience Personal SHAPES Rate yourself: strategies Personal SHAPES Map your SHAPES profile Use your SHAPES profile 1 ‘Honesty’ check 2 Validity check 3 Evaluate your profile 4 Provide your analysis 5 Clarify personal preferences Personal performance factors Performance Factors 1: Structure Interpreting your score Performance Factors 2: External direction Interpreting your score Performance Factors 3: Social Interpreting your score Performance Factors 4: Sensory stimulus Interpreting your score Experiment Performance Factors 5: Global or serial Interpreting your score Performance Factors 6: Pressure Interpreting your score Performance Factors 7: Approach Engaging with new tasks Honey and Mumford types Reflection Learning ‘styles’ Performance Factors 8: Sensory mode Sensory mode: Scoring Interpreting your score Performance Factors 9: Well-being Observation Well-being Reflection Well-being and performance Personal Performance Profile Personal Performance Factors Profile Reflection Well-being and performance Identify significant features Activity Significant features of each factor Personal Performance Formula (PPF) Activity Personal Performance Formula for study Name it! Test it! Name your PPF Activity Name your PPF Test out your PPF Activity Test your PPF for constancy Test your Personal Performance Formula (PPF): Task 1 Test your Personal Performance Formula (PPF): Task 2 Test what works for you High constancy? Better PPF for the task? Low constancy? Apply your PPF Playing to your strengths Making it work Finding a way Reflection Find a way ‘What I like’ v. ‘what works?’ Review: Improving your personal performance Chapter 5 Successful self-management Learning outcomes Introduction Self-management Self-responsibility Initiative Intra-personal skills Organisation Self-care Take the initiative What is ‘initiative?’ Reflection Taking the initiative Why develop initiative? Acting for yourself Don’t ‘sit back and hope’ Recognise what stops you now Mobilise your energies Clarify your first steps Gain support Ask trusted friends and family Be resourceful Learn from mistakes Investigate How well do I use my initiative? Learning from mistakes Taking personal responsibility A sense of agency Recognising your power Accountability Unhelpful self-messaging Changing the message Activity Change the message Getting on with it – or not The eight-level framework Eight levels: motivators and inhibitors Speech indicators of ‘level’ Managing performance at the right level Reflection Which level is in play? Action at the right level 1 Manage the environment 2 Reframe tasks 3 Manage behaviour 4 Managing capability 5 Managing emotions 6 Drawing on beliefs/values 7. Recognising identity 8. Finding purpose Reflection Higher purpose Self-belief, hope and optimism Benefits of self-belief Activity Self-descriptions Optimism and hope Reflection Grounded self-belief Self-permission Why do we this? Tackling self-doubt Reflection Self-doubts Being positive and ‘solution-focused’ Solution-focused thinking Reflection Being solution-focused Taking on challenge Creating positive conditions Identify negative inputs Identify positive inputs Want to know more? Emotional intelligence Working with emotions Evaluate your emotional self-management 1 Emotional management (self) 2 Emotional management (others) 3 Emotions in action Scoring your responses Emotional self-management Interpreting your scores Activity Emotional responses Unexpressed emotions Displacement Reflection Displacing emotions Distorted thinking Reflection Distorted thinking Managing personal distress Distress Note signs of distress The ABC(D) model Activity Would the ‘ABCD model’ work for you? Want to know more? The ABC(D) model for dealing with distress 1 Focusing on the problem 2 Addressing unhelpful beliefs Managing change, confusion, uncertainty Transitional learning Reflection Feeling confused? ‘Equilibration’ Reflection Coping with disequilibrium Uncertainty: wanting ‘right answers’ Activity Is there a ‘right answer’? Changing position Reflection Managing uncertainty Holding uncertainty Reflection Managing uncertainty Reflection Coping with change Activity Attitude to challenge Coping with change Scoring your responses Reflecting on your score Get organised Identify support Activity Find information Map your resources Select good apps Organise your time Understand your time character Time management characteristics Manage time more effectively Factors in time management Activity Time solutions Form good new habits Improve your time management 1 Use pockets of time 2 Find the motivation 3 Plan task time 4 Cost your time 5 Delegate to others 6 Ask for help 7 and 8 Starting strategies 9 Say ‘no’ when needed 10 and 11 Use a diary 12 Plan in a logical order Things that get forgotten Want to know more? Review: Successful self-management PART 2 People and task management skills Inter-personal skills Managing tasks and projects Chapter 6 People skills Learning outcomes What are ‘people skills’? Why do they matter? How good are your people skills now? People skills Interpreting your scores Reflection Which skills will you need? Want to know more? Developing rapport Rapport 1 Make a connection Find the point of connection Activity Balloon Game 2 Take a genuine interest 3 Encourage and support The ‘feel good’ factor Why praise and encourage? Reflection Praise and encouragement others others Focus Listen for underlying messages Check your understanding Skilful, active listening Skilful encouragement Best to avoid… Observation Skilful, active listening 4 Listen well Reflection Being heard Show you are listening Focus Listen for underlying messages Check your understanding Show you are listening Leave silences Clarify details Good questioning Ask not tell Leave silences Observation Active listening Reflection Listening skills Developing mutual trust 5 Trust Activity Who do you trust? Reflection Losing trust in others Reflection Losing others’ trust Finding allies and forming networks Value to me? 12 tips for effective networking Find out more: networking Constructive criticism Why do I need this? What is constructive criticism? Good feedback involves: Constructive questions Unskilled feedback Reflection Giving constructive criticism Using a ‘positivity sandwich’? Receiving criticism Reflection Receiving criticism Being assertive What is assertiveness? Reflection Characteristics of assertive people Reflection Characteristics of assertive people Rights Activity Your rights Respecting rights and needs Being clear and straightforward Using assertiveness techniques Reflection Evaluating personal assertiveness Taking control over your life Reflection A recurring situation Assertiveness techniques 1 Identify blocks to assertiveness 2 Put yourself in the picture 3 Make ‘I’ statements Activity Make ‘I’ statements Reflection 4 Choose the moment 5 State the issue and the desired change 6 Ask the other person’s opinion Want to know more? 7 Use positive language structures 8 Acknowledge the feelings 9 Suggest and invite solutions 10 Clarify what has been agreed Reflection Assertiveness Dealing with difficult people On becoming a monster Reflection Empathy with ‘difficult people’ ‘Is it just me?’ Reflection Dealing with difficult people The effect on me? Managing difficult situations 1 Identify the behaviour 2 Isolate the source of irritation 3 Find positive interpretations 4 Consider their needs 5 Acknowledge the person 6 Identify what they want 7 Acknowledge your feelings 8 State indisputable facts 9 Keep it clear, simple, current 10 State what you want Offer positive solutions 11 Clarify tasks/roles 12 Look for ‘bottled up’ emotions Don’t ‘pass the parcel’ Which stake to pursue Negotiation skills and persuasiveness Weigh up potential options The stakes Which stake to pursue Decide your negotiating position Know when to concede Firm approach/ flexible mind Take advice Conduct a persuasive negotiation Read the situation Investigate the background Clarify mutual positions Manage the information flow Read the body language Persuasive communication Create an open relaxed atmosphere Speak to their vision Show willingness to compromise Keep the lines of communication open Speak to their vision Show willingness to compromise Keep the lines of communication open Changing a recurring situation Unlocking the inevitable Activity Changing a recurring situation Monitor your progress Activity Monitoring my effectiveness in improving my people skills Review: People skills Chapter 7 Teamwork Learning outcomes Why teamwork matters for you Use the challenge Teamwork as a student Gain lots of practice Gain varied experience Learn from the process For group assignments Use feedback Being part of a great team What is a ‘team’? Activity Effective teams A great team …. Works as one Takes collective responsibility Supports and motivates Works to strengths Respects, includes, communicates Is a pleasure to be part of Good team members Creating a great team 1 Bond 2 Create the team ethos 3 Set ground rules 4 Decide processes 5 Set team goals 6 Make a team analysis 7 Clarify the tasks 8 Recharge 9 Allocate roles Some useful roles for teams The role of ‘followership’ 10 Fulfil team functions The best team ‘mix’? Reflection Team function Want to know more? Team functions and Belbin team types Activity Team functions using Belbin team ‘types’ Helping the team to work well Helpful things to do When things go wrong Activity Sabotaging a team Unhelpful team behaviours My behaviour in teams How do I behave in teams/groups? Activity Turn short-comings into strengths Understand team dynamics Making sense of teams The Tuckman team model Want to know more? Involve and include the whole team Inclusive team dynamics Friendliness Look out for others Watch for scapegoating Inclusiveness on disability Inclusive communications Social inclusiveness Want to know more? Managing team conflict Use conflict to advantage The TK Conflict Mode model Observation Conflict mode Want to know more? Confronting team members Why confront? Before confronting During confrontation Repairing the team What I can contribute Activity Contributing to a team Reflection Team contribution Observation Myself in team action Teamwork when applying for jobs Employer requirements ‘We’ or ‘I’? Maintain a record On your CV In your application At interview In assessment centre tasks What is involved? What do employers look for? Things to ask yourself Observation Through employers’ eyes Want to know more? Review: Teamwork Use the teamwork opportunities provided for students Focus on process as well as outcomes Understand what underpins great teamworking Commit to being a good team member Put time into creating a sense of team Understand formal and informal roles required for effectiveness Recognise and manage team dynamics Strive for positive, inclusive team dynamics Use conflict and confrontation in teams constructively Be confident in teamwork components of job applications Chapter 8 Develop your leadership capacity Learning outcomes Why does this matter for me? Why develop leadership? Leadership: personal relevance Different kinds of leader Leadership stereotypes Other kinds of leader Recognising potential Reflection Recognising your potential What is leadership? Two models ILM leadership model Are these dimensions useful? Activity Using the ILM model The Healthcare model Activity Self-evaluation using the Healthcare model Leadership styles Observation Right style for the context? Styles used Which style to use? Key leadership orientations Conflicting demands Reflection People or Task? What do you want in a leader? What do people like – and dislike – in their leaders? Like in their leaders Dislike in their leaders Observation Good leaders? Activity Being ‘led’: your advice to leaders Cultural differences in leadership Leader self-awareness Similarities Reflection Considering cultural difference Find out more Taking the lead Matching your image of a leader Seeing yourself as a ‘leader’ Matching your image of a leader Reflection My concept of a leader Activity Attributes of leadership Taking the lead Reflection Do I take the lead? Your leadership style preferences Chart 1: What kind of leader do you prefer to follow? Chart 2: What kind of leader would you like to be? Preparing for leadership 1 Deepen self-awareness 2 Develop self-confidence Things you can do Things you can do Want to know more? 3 Be more leadership-aware Things you can do 4 Develop strategic ability Things you can do 5 Build your stamina Things you can do 6 Hone diverse skills Useful skills to learn/practise 7 Take on more responsibility Things you can do Activity Taking things forward Step up to responsibility Which are open to you now? In class/groupwork/projects Student/community life At work General/personal life Others? (State what) Taking responsibility Being an effective leader Create an inspiring vision Identify personal support Reflection Setting the vision Delegate effectively Show appreciation Being an effective leader Take responsibility Clarify expectations Reflection Leading a team Develop the strategy Reflection Using strategy Get the basics right 1 Manage reputational risks 2 Manage time 3 Be seen to be fair Reflection Getting the basics right Review: Develop your leadership capacity Identify personal relevance Recognise the potential of diverse leaders Consider models of leadership Be aware of varied leadership styles Consider context and culture Be mindful of your key leadership orientation Prepare ahead to be the leader you want to be Step up to responsibility Ease your role as leader with a clear plan Get the basics right Chapter 9 Managing tasks and projects Learning outcomes Introduction What is meant by a ‘task’? Activity Selecting a focus Rate your task-management capability Task-management Interpreting your score Make the task manageable Don’t over-complicate it Task-management top tips Task seems simple? Task seems complicated? Simplify Find a starting place Apply what you know Find the familiar Apply time-management Keep yourself on target Apply leadership OPAL strategy for task-management 1 Orientation OPAL strategy: planning and action 2 Planning Strategy Actions, targets, deadlines Priorities Monitoring points 3 Action Do it! Monitor and review your progress OPAL strategy: learning from the task 4 Learning Reflection Reflection in action Reflection on action Evaluation Achievement Strategic and operational effectiveness Draw out lessons for the future Keep records Activity Carrying out your strategy and plan Task-management techniques 1 Clarify goals 2 Set criteria for success Dream solution Realistic option Identify priority criteria 3 Identify priorities Priority organiser (example) Activity Identify priorities Conduct SWOT and TOWS analyses SWOT stands for: SWOT and TOWS Advanced SWOT analyses Activity SWOT Analysis Use SMART-F target setting SMART-F stands for: Evaluating targets Activity Evaluating targets Evaluate your own targets Activity Evaluating targets Planning project time: action plans Devise an action plan 1 Create a table 2 State your overarching goal(s) 3 Identify ‘interim goals’ Example Interim goals 4 Identify contributing actions 5 Sign them off Want to know more? Schedules and project diary Being a ‘good self-starter’ Self-starters tend to be… Reflection Being a ‘self-starter’ Managing procrastination Identify patterns Identify the hindrance zone … and keeping going Up your motivation Commandeer support Use unavoidable reminders Reflection Procrastination Sticking with the task Reflection ‘Stick-with-it-ness’ Be a ‘completer-finisher’ Completing a task Reflection Complete it! Feedback on Activity Evaluating targets Characteristics of projects What is a project? Characteristics of projects Scale of the project Student projects Successful project management ‘Problem-elaboration’ Piloting the methods ‘Doing what it takes’ Clarity of communication Decision-making Reflection Commitment Know your project ‘inside out’ Keep the vision in mind Teamwork In job applications Evaluate your task/project performance Meeting the criteria Activity Meeting the criteria KPIs for study Activity Using performance indicators Soft criteria Activity Using soft criteria Benchmarks Activity Using a benchmark Communicating about tasks/projects Why do this? Getting the message across Adapt to your audience Creating an impression Communicating formally Talks Sharing on social media In job interviews Want to know more? Review: Managing tasks and projects PART 3 Extending your thinking Chapter 10 Thinking creatively and productively Learning outcomes Introduction Born to learn Being open to enhanced brain power Activity Shoebox Limiting intelligence Reflection Limiting creativity Evaluate your creative thinking skills Interpret your creative thinking score Reflection Creative potential Want to know more? A dozen really useful things to know about your brain 1 The brain enjoys complexity and novelty Reflection Enjoying complexity 2 The more we learn, the easier it is to learn more Developing useful mental schema Stimulate your brain Enabling new connections Novice v. expert Reflection Stimulating your brain 3 The brain takes short cuts Help your brain find patterns Reflection Spotting the short cuts 4 The brain likes organisation and patterns Expert chess players Significant patterns Activity Memory for patterns (1) Let your brain be playful Activity Subject chunks 5 The brain is naturally playful 6 The brain works even when you are not looking The brain is always busy Help your brain find answers for you 7 You can send it on errands Sleep on it Give it food, water, exercise 8 It likes to be fed and watered 9 You can take it for a walk Reflection Nourishing your brain Activity Exercising the problem Put your brain in the right mood 10 It won’t work well if upset 11 It works well when excited and engaged Calm the mind and clear mental clutter 12 The brain likes to be refreshed Activity Refreshing the brain through mindfulness of the present moment Opening up to creativity Reflection Personal creativity Helping the ‘creative spark’ Suspend judgement Reflection Self-censoring Take ‘light touch’ approaches ‘Light touch’ thinking ‘Many quickly’ approaches Don’t stop at one – find 5, 10, 20 Phrase brain-stimulating questions Activity Generating multiple ideas Reflection Multiple ideas Just a minute Play with time ‘What if…’ questions Activity What if … Other generative thinking techniques Synthesis – the heart of creativity Activity Creating from two Activity Synthesis of life experience Imagine ... Animal Experiment Draw it Describe it Apply it Synthesis as play Reflection On being playful Making expert connections Unlikely connections Activity Stimulate new connections Form creative habits A daily change? Activity Change perspective Search for ‘missing links’ Activity Connections for PDP Memory for patterns (2) Activity Memory for patterns (2) Creating thought ‘networks’ Creating network structures Networks work best when you… Activity Networks Network: creative thinking Lateral thinking Activity ‘Crazy’ questions As if … in the mind of others Activity In the minds of others Lateral thinking Wear different hats Activity Design your creative thinking cap Catastrophe and sabotage!!! Activity Sabotage Working with raw material Working up an idea Develop the narrative Creativity and risk-taking Creativity and emotional management Calculated risks Taking responsibility Want to know more? Boost your creativity Review: Thinking creatively and productively Chapter 11 Practical problem-solving Learning outcomes What is ‘problem-solving’? Skills for problem-solving Activity Selecting a focus Potential barriers to problem-solving 1 No starting place or ‘heuristic’ 2 Over-reliance on familiar ways 3 Fixed view … 4 Mindset 5 Emotional reactions 6 Lack of perseverance 7 Poor problem definition Getting started: use your resources Mindset Time Intellectual Social People skills Emotional Defining the problem What kind of problem? 1 Clarify the core issue 2 Clarify ‘type’ of answer 3 Sketch it 4 Identify the gap Desired outcome v. obstacle 5 What do you need to know? 6 State it 7 Helping others/clients to define problems Write a problem statement Why do this? What to include What not to include… Template statements Want to know more? Working towards a problem solution Work from the problem Current state Causes and maintenance The desired state Pre-requisites What do you need to know? Observation Working on problems Draw on familiar approaches Activity Your current approaches ‘Back of an envelope’ Talking to others Gathering information Lists Calculating Following rules Trial and error Visualising Charting Using your experience Combining approaches Structure the problem List the parts Identify their relationships Sketch the relationships (a) Cause and effect (b) Sequence of causes (c) Multi-level causal relationships (d) Several separate causes (e) Create a formula or equation Name it Best sequence Structure solutions Draw on analogous (similar) problems Why this helps 1 Clarify the problem 2 Find analogous problems 3 Identify differences 4 Focus and significance The ‘multiple solution’ approach Propose an initial solution Generate further ideas Identify ‘seed’ ideas Evaluate potential solutions Synthesise the best Identify criteria Make a decision Activity Multiple solutions: Solve that problem! Evaluating multiple solutions Deciding on a solution using criteria Setting criteria up-front Identify relevant criteria Identify essentials Use the criteria Problem-solving using action sets Collective support Action sets Advantages of action sets Choosing members Action sets are not…: Guidelines for meetings Stage 1 (3 minutes) Stage 2 (3 minutes) Stage 3 (2 minutes) Stage 4 (3 minutes) Stage 5 (4 minutes) Stage 6 (2 minutes) Running the action set Want to know more? Review: Practical problem-solving Chapter 12 The art of reflection Learning outcomes The value of reflection Reflection in everyday life Why engage in reflection? Developing independent judgement Reflection and personal development planning The ‘reflective practitioner’ What is ‘reflection’? 1 Making sense of experience 2 ‘Standing back’ 3 Repetition 4 Deeper honesty 5 ‘Weighing up’ 6 Clarity 7 Understanding 8 Making judgements Reflection as challenge Activity The relevance of reflection to me Reflective practice Interpreting your score Nine steps for improving self-reflection Example Brief critical entry aimed at improving performance Question-based reflection Benefits Who does it suit? Example Question-based reflection Activity Setting questions Open reflection: generating ideas Benefits Who does it suit? Brainstorming Open reflection: multiple routes Activity Brainstorming Discussion Day-dreaming Drawing and doodling Activity Doodle Open reflection: free-writing Free-writing Example Reflective free-writing Activity Free-writing Generative thinking Synthetic reflection Benefits Who does it suit? Look for links and themes Activity Synthesis When using self-evaluation questionnaires Developmental reflection Activity Developmental reflection Monitoring performance Example Monitoring performance Reflecting on transferable skills Transferable skills Example Transferring skills 1: academic skills Example Transferring skills 2: communication Reflection Spotting your skills Reflecting on academic development Example Academic choices Example Reflection on assignments Reflecting on professional development Example Professional development: skill awareness Reflecting on your personal development Example Personal development: managing well-being Evaluative reflection: critical events Critical events Reflection Critical event/incident Drawing out themes Example Critical event Using feedback Use it in reflection Varieties of feedback Models of reflection 1 The underlying concept Staged models Kolb’s four stage model Multi-stage models Reflection Working with staged models Models of reflection 2 Schön’s model (1983) Reflection ‘Before action’ and ‘in action’ Alternative focal points Activity Focus points for reflection Example: focus on feelings Models of reflection 3 Developing your own model Your current model? Reflection My current model Why develop a better model for yourself? The Core Model for Reflection 1 Evaluate significance: Is it worth reflection? 2 Reconstruct the experience 3 Analyses: Why did it happen that way? 4 Distil: What lessons can be learnt? 5 Apply: Prepare for future situations Devise your own model for reflection Drawing on the Core Model Activity Test your model Presenting your reflection to others Raw reflection: phase 1 reflection Worked reflection: phase 2 reflection Submitting reflections to tutors Confidentiality Selective reflective portfolios What do tutors look for? Reflective essays Purpose Structure Contents (for a PDP essay) Personal aims and goals Expectations Programme learning outcomes Other activity Learning goals and targets Use reflection Use of feedback Evaluation of personal choices Evaluation of learning Evaluation of your course Evaluation of personal performance Personal development Critical incident Use of theory Style Personal statement Example Personal statement Communication skills Teamwork Position papers Purpose Format Orientation Review Appraisal Planning Evaluating progress Extrapolation References Example Sample introduction to a position paper Give it time! Review: The art of reflection PART 4 Employability: enhancing your career prospects Chapter 13 What do employers really want? Learning outcomes Balanced consideration Understanding employers Translate your skills Yourself as employer What is ‘employability’? Employability Capability Preparedness Employability capabilities Reflection Employability capabilities Put yourself in employers’ shoes The employer’s WIIFT Minimum effort, minimum cost Do employers all want the same things? Do they all want experience? What employers want: large employers and SMEs Research the labour market What do graduates do? Popular employers SMEs Activity Which characteristics? Most wanted characteristics Work placements Evidence of career planning Degree classification? That extra ‘edge’? Educational institution? Mobility and flexibility What employers want: work-readiness What is workreadiness 1 Attitude 2 Professionalism 3 A ‘safe pair of hands’ 4 ‘Customer service’ approach 5 Initiative 6 Understand how organisations work 7 Understanding ‘time = money’ 8 Commercial/business sense Want to know more? What employers want: specialists or generalists? Subject specialism needed? Rounded applicants Ability to innovate and integrate skills Broad approach to development Reflection Being a strong generalist What employers want: how does this change? Activity Changes in demand? 1998 TMP Research 1998 CVCP Report 2009 CBI report 2011 Lowden report WEF (2016) LinkedIn 2020 Bright Network Report 2020 What employers value Employers value graduates Leadership and management Skills for particular jobs Activity Job advertisements Articulating skills clearly Translating academic skills for the workplace Do employers value academic skills? Which academic skills? What employers say How are your academic skills relevant? Writing skills for the workplace The value of academic writing skills Writing skills – for work and study What employers say Make opportunities Reflection Written communication Communication skills for the workplace Activity Writing skills in context Where do your writing skills lie? Oral communication skills for the workplace Evidencing your oral skills What employers say Reflection Oral communication skills Where do your oral communication skills lie? People skills for the workplace Skills in a team context What employers say Reflection People skills Where do your skills lie? Task-management skills for the workplace Task-management skills What employers say Reflection Task-management skills Where do your skills lie? Self-management skills for the workplace Why is self-management valued? Independence Coping with change and challenge What employers say Where do your skills lie? Employer case studies: skill sets in the workplace What employers say Government/Civil Service Health Service Communications Engineering Consultancy Local Government Creative Manufacture/Engineering Activity Note useful advice Marketing/Advertising Teaching Nuclear Research Publishing Creative/digital Observation Skills in the workplace Want to know more? Being your own employer: pros and cons The benefits Realities Working your own hours Being in charge Making money? Being your own employer: pros and cons The risks Being your own employer: eight essentials Review: What do employers really want Chapter 14 Getting the job you want Learning outcomes Introduction Useful apps What students and graduates say Make a start Keep your options open Think of all options Reflection Applying for jobs Career planning: Aspire, Act, Apply, Achieve What is ‘career planning’? Aspire, Act, Apply, Achieve Aspire Act Apply Achieve Activity Career planning: decide actions Career planning journey: Aspire, Act, Apply, Achieve Reflection Career planning journey Models of career development Typical features The Career EDGE model The Career Management model Reflection Experience of work Reflection Career development model Responsive career planning Responsiveness to change Changes in narrative Gain from ‘happenstance’ Annual review Activity Recognise personal change Which careers and jobs would suit me? Online self-evaluations Make an informed decision Investigate the labour market Employability positioning Genuine interest Experiment Consider what you want Want to know more? Gaining experience of work You can make any job work for you Where to find work Treat all placements seriously Create opportunities: Ask Create opportunities: Tell Create opportunities: References Work placements and internships: the benefits What will I gain? Reading the work culture Reflection Experience of work What students say Effective use of your experience of work Learning from experience Activity Learn like the boss Be systematic 1 Appointment process 2 Induction 3 Organisational structures 4 Health and safety 5 Understanding your role 6 Management communication 7 Training and development 8 Values 9 Organisation and culture 10 Skills and personal development Relevance to your preferred career path Reflection Understanding personal preferences What do you want from a ‘graduate’ job? Career portfolio Designed for graduates? More experience first? How can your next job help Activity What do I want from the job? Activity: What do I want from the job? Reflection What I want from my next job Choosing a job Right for you? Know all your options Consider indirect routes Starter posts Choose jobs you can really do Consider smaller companies Reflection Routes into work What do you want from an employer? Investors in People (IiP) Equal opportunities Career opportunities? Graduate apprenticeships, internships and company schemes Your ‘bottom line’ Activity Compare with others Plan ahead Make opportunities Develop a rounded portfolio Reflection Developing your personal portfolio Finding a job Careers Services Careers fairs Recruitment agencies Job sites online Trade papers Use your contacts Get involved Enhance your online profile Want to know more? Making a job application 1 Use the documentation General information The job description The ‘person specification’ Competence-based applications 2 Research the company 3 Follow directions precisely 4 Complete the forms 5 Use your records and evidence Preparing your application 6 Include a covering letter Covering letter Example Write a personal statement Good personal statements Provide best examples Address the ‘person spec’ Example Specification: ‘ability to work as an effective member of a team’ Why this job? Curriculum vitae (CV) Why do I need a CV? CV format and content Free CV templates Presentation Use the right language CV: example Kuldip Evans Using your CV Academic CVs Competence statements in CVs Sending uninvited CVs Email etiquette Putting your CV online Using agency sites Get feedback on your CV Prepare for assessment centres What is an assessment centre? What do I have to do? Written exercises Group exercises In-tray exercises Presentations Psychometric assessments 1 Ability tests 2 Personality assessment How to prepare Resources to help preparation Referring to disabilities Should I tell the employer? How should I bring up the Be clear about your abilities State your needs Preparing for the interview Mental preparation Prepare for likely questions Two-minute answers Identify strong points Prepare points to include Sense of time Activity Speaking time Presentation In the interview First impressions Maintain inner calm Be ‘personable’ What does the employer look for? Help the panel Do Avoid Questions to prepare Opening questions ‘Did you have a good journey?’ ‘Tell me about your programme’ ‘Tell us about yourself’ ‘What attracted you to this job?’ ‘Where do you see yourself in 3/5/20 years’ time?’ On the person specification Competence questions Catch-all questions Consider all angles Other typical questions A highlight from your life/ career? Your worst mistake? Commitment to personal development? What have you got to offer? Relevant personal qualities? A critical event? What you learned from . . . Activity Practise interviews Closing the interview General interest questions Do you have any questions? Questions to avoid Is there anything else When could you start? Activity (Don’t) sabotage the interview! After the interview Learn from the process Analyse the questions Analyse your performance Ask for feedback Offered the job? Taking the call Consider the terms Review: Getting the job you want Chapter 15 Building a professional identity Learning outcomes Reputation matters Why maintain records? When applying for jobs Cultivate your professional identity Do Avoid Stand out – for the right reasons Wrong ways to stand out Your ‘value-added’ ‘Personal brand’? Knowledge of them Use company websites Use LinkedIn Shape your online profile What will they find? Can they find you? Show who you are Create a professional profile Create interesting links State what you seek Push your profile Good photo finish Want to know more? Keep yourself organised Organising personal records Records for job applications PDP or CPD records Organised records Portfolios; Progress files; HEAR What is the purpose? Personal summary Formal documents Developmental documents Planning documents For future job applications Personal material Contents list: portfolios/personal records Educational history Employment history Other experience Attributes/competences Personal development Overview documents Personal material Record storage Records to support applications Education and training Work history Gaps in work history Skills and attributes Recording your competence Using templates Draw on multiple examples Call on others Demonstrate breadth Keep it brief but specific Own responsibility Reflective analysis Records of reflection Why keep a journal? Keeping it going Make it easy What should I write? Critical incident or event Reflective material My personal development My vision of success My strengths/areas to develop My self-management My people skills and leadership Task management Creative thinking/problem-solving My use of reflective thinking Employability and careers Review: Building a professional identity Appendix 1: Applications for success Creating your life story Setting and managing personal goals Developing and maintaining good habits Task and time-management Motivational apps Creativity Mindfulness and stress management Record keeping Job applications and interviews Appendix 2: Useful websites Assessment centre guidance and practice Career guidance Employment: information about companies Employment: job hunting and recruitment agencies Employment rights Starting your own business/Working for a start-up Resources Personal Action Plan for PDP Evaluate your targets as SMART-F Action Plan: Version 1 Action Plan: Version 2 References and Bibliography Index
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