hls assignment
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Higher Level Learning
&
The Workplace
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ContentsTerms of Reference ................................................................................................................................. 3
Introduction ............................................................................................................................................ 4
Method ................................................................................................................................................... 5
Findings ................................................................................................................................................... 6
Cognitive Skills – Critical Thinking, Synthesis & Analysis .................................................................... 7
Problem Solving and Decision making skills. ...................................................................................... 7
Research and investigative skills ......................................................................................................... 7
Information and Communication Technology Skills ........................................................................... 8
Numeracy and Quantitative Skills ....................................................................................................... 8
Communication Skills .......................................................................................................................... 8
Interpersonal Skills. ............................................................................................................................. 8
Personal Management Skills ............................................................................................................... 8
Learning Skills ...................................................................................................................................... 8
Self Awareness .................................................................................................................................... 9
Criticism of Learning Styles ..................................................................................................................... 9
Study Skills Profile ................................................................................................................................. 10
SMART Action Plan ............................................................................................................................... 11
Bibliography. ......................................................................................................................................... 12
Appendix A ........................................................................................................................................... 13
Transferable Study Skills Definitions ................................................................................................. 13
Appendix B ............................................................................................................................................ 15
Kolb’s Learning Cycle Model ............................................................................................................. 15
Jarvis Experiential Learning Model. .................................................................................................. 15
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Terms of Reference
The brief is to provide a report concerning higher level learning skills comprising of two
sections.
The first is a brief critical overview of what constitutes ‘higher level, transferable study skills’
and a short summary of some of the current concerns over the validity of ‘learning styles’.
Both elements will be referenced to paper based and electronic sources.
The second section provides a profile of the authors personal study skills ‘strengths and
‘areas for development’ as identified in the progress file tasks along with a SMART action
plan showing how strengths have been enhanced/developed and areas for development
and further action addressed.
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IntroductionThe following report provides a selection of the definitions on the topic of transferable study
skills and follows on to select a definition deemed suitable for this report.
The selected definition is analysed by topic with references to learning styles, their benefits,
criticisms thereof and leads on to a separate summary identifying some of the maincriticisms of the more well known theories and models.
The second section of the report provides a profile of the authors study skills; strengths and
areas for development. Following on from the identification of areas for development a
SMART action plan aimed at improving these areas in a structured and measurable format is
provided.
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MethodThe collation of this report has required desk research in to the field of higher level learning, with
particular focus on the field of transferable study skills, along with analysis of learning styles and
some of the current concerns over their validity. Primary research has been carried out for the
second part of the report in relation to the author’s personal development. There are alsoreferences to learned academics, their theories, models and books as well as extensive online
referencing predominantly from academic sources.
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FindingsResearch in to what constitutes higher level, transferable study skills has produced a myriad
of definitions and specifications. Although many definitions exclude the word ‘study’ closer
analysis of the topics included all relate to elements of study. (see appendix A)
Definitions include:
‘ There is no definitive list of Transferable Skills; they are simply skills learned in one context
that are useful in another.’ (Exeter University 2009)
‘ Transferable skills can be role-related, technical or general skills that can be put to use in a
variety of jobs across a number of industries.’ (totaljobs.com 2009)
According to Carnegie Mellon University, 'Transferable Skills are non-job specific skills
which can be used in different occupations. You may have developed them through course
work, jobs, internships, volunteering, or just plain life experience. By communicating your
transferable skills effectively, you can enhance your marketability and open yourself up to a
larger sector of the job market.' Critical thinking skills, communication skills, the ability to
prioritize to meet tight deadlines, leadership and problem-solving skills are a few of the many
skills you will learn at university, and are not job-specific.’ (topinternships.com 2009)
Interestingly the University of Exeter acknowledges that there is often a difference betweenkey skills that industry rates as most relevant and those of academic institutions, those ofindustry tending towards favouring those skills that have the most instant benefit for theorganisation.
'The transferable skills that employers identify tend to be those that support organisational
performance. They may be identified as follows:
Interpersonal skills, Communication skills, Self-management skills, Intellectual skill’ (Exeter University, 2009)
For the purposes of this report the core skills as specified by the higher Education QualityAssurance Agency will be used as the basis for analysis. They Include:
Cognitive Skills
Problem Solving and Decision-making skills
Research and investigative skills
Information and Communication Technology Skills
Numeracy and Quantitative Skills
Communication Skills
Interpersonal skills
Team-Working Skills
Personal Management Skills
Learning Skills
Self Awareness
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Cognitive Skills – Critical Thinking, Synthesis & Analysis
These are key skills to provide the ability to identify the underlying task required, provideevidence in the support of arguments and assess the validity of the arguments of othersalong with the ability to be able to absorb the information.
A direct link to academic studies can be found with the use of critical analysis and criticalreview. The very nature of critical analysis and critical review requires a deeper level ofunderstanding.
Moon discusses the approaches to learning as ‘Surface’ and ‘Deep’ (2004, p21). A surfacelearning approach may meet initial criteria required for the task by learning only those thingsthat are considered pertinent or necessary for the task in hand whereas a deep learningapproach is categorised by the learners desire to truly understand the topic which enablesthe learner to be able to use the information in a wide range of differing situations.
Although this theory espouses the virtue of deep learning it doesn’t recognise that there maywell be instances in learning where a surface approach is necessary or a deep approach
may be inappropriate, whether it be due to imposed time constraints or a lack of availabilityof information.
Problem Solving and Decision making skills.
Being able to identify and evaluate business problems both from a quantitative andqualitative standpoint along with the proposed solutions is a key requirement in industry.
Edward Lee Thorndike claims that ‘ the fundamental process of learning is that of trial-and-error ’ (Illeris, 2007, p31). He suggests in his law of effect that when something is tried out and hasa positive outcome that the learner feels satisfied and the desire to learn becomes stronger.Conversely if the outcome is negative the desire to learn is diminished or doesn’t take place
at all. It could be argued that if a person has already developed techniques for analysing andquantifying situations they, in theory, should have reduced the possibility of a negativeoutcome and enhanced the possibility of a positive outcome thereby increasing the potentialto learn.
Research and investigative skills
Identifying relevant data and knowing where to find it as well as knowing how to utilise it isfundamental to resolving business issues, particularly in the fast paced environment oftoday.
Academic referencing is the most easily identifiable study skill along with researchtechniques, quantitative analysis and managing information systems all of which foster anapproach which focuses on identifying relevant information for the task at hand.
In analysing Kolb’s learning cycle (see appendix B) Mullins suggests that ‘learners are not
passive recipients but need to actively explore and test the environment’ (2007, p188) it could beargued that research and investigative skills encourage such behaviour and thereforecomplement the other elements of the learning cycle.
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Information and Communication Technology Skills
Although this topic focuses on the use of technology to convey findings and interaction inbusiness it could also be viewed as a means to aid effective communication throughrecognising individual learning styles.
Fleming’s VARK model, an expansion on earlier Neuro-Linguistic programming modelsidentifies learner preferences, Visual, Auditory, Reading/Writing and Kinesthetic or tactilelearners. By recognising the preferences of those receiving the information, technology canbe used to adapt to their styles, an example would be to choose a presentation over a reportfor someone who has demonstrated a visual learning preference.
Numeracy and Quantitative Skills
The interpretation analysis and extrapolation of data analysis is a vital tool for addressingbusiness issues along with the ability to draw conclusions from the information obtained.
Kolb’s Learning Cycle (see appendix B) could be seen as encompassing all elements of this
topic.Concrete experience: the task at hand Observation: results of analysis
Forming abstract concepts: considering options
Testing in new situations: formulating a conclusion/recommendation and implementing.
Although a useful and well used learning style model a criticism of the cycle is that it doesn’ttake into account cultural roles and that if personal bias exists it will only be perpetuated byrepeating the cycle unless there is an outside influence.
Communication Skills
The ability to communicate in both written form and orally through the use of reports &presentations.
Once again, understanding the learning preferences of those with whom you arecommunicating will strengthen the message being conveyed.
Interpersonal Skills.
The ability to present, persuade and negotiate effectively as well as being able to talk to andlistening to a wide range of people including colleagues and customers.
Personal Management Skills
The ability to use your own initiative, self motivate and effectively manage your own time.Higher Learning Skills is the perfect example of this skill set encouraging students to planand manage time, a skill which can easily be applied to the workplace.
Learning Skills
The motivation to learn along with the collaborative, reflective and adaptive nature oflearning that can be applied to a range of contexts.
Demonstrated in the educational environment by the use of reflective practice and team-
working exercises.
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Self Awareness
The concept of self awareness in the business environment is becoming increasinglyrecognised as a useful tool in the management of both yourself and others. By recognisingthe impact of your actions on others as well as the effect of their action on you, effectivemanagement is enhanced.
Demonstrated in the educational environment once again by the use of reflective practice,critical incident analysis and journals.
Criticism of Learning Styles
Learning styles in general appear to suffer from a number of criticisms; the validity of the
research, sample sizes, vague definitions of the parts of the process, whether they reflectthe true nature of the learning process and failure to take in to account factors that influencelearning.
Kolbs’ work has the greater number of critics, whether that is a true reflection of his work incomparison to others or merely that his work has been around the longest and is widelyused remains questionable. With particular reference to the learning cycle Moon states ‘Kolb
himself does not say much about the process of reflection’ (1999,p24) neither qualifying hisdefinition or taking in to account the effects of emotions, such as avoiding an area of thoughtthat the reflector finds unpleasant, thereby steering the process of reflection towards stayingwith old patterns. Moon also states ‘ It is tentatively suggested that the idea of reflection is more
about reprocessing already learned material of learning than of learning it from direct
experience’ (1999,p37).Another criticism of the cycle is the choice to represent it as a circle Moon states ‘whensomething is depicted as a circle, a reasonable question is: ’where does progression occur?’’
(2006, p117) as mentioned previously there is a tendency for the same behaviours to berecycled. Thornhill et al attempt to address the issue with their Action research spiralsuggesting that once the initial process has been conducted you move on to a new, all be itconnected, process it could be argued however that without external influence the results willremain the same.
Peter Jarvis takes a more holistic approach in adapting Kolb’s, suggesting it to be far toosimple and suggests that the process can have many differing outcomes and many differentroutes. (see appendix B)
Illeris maintains that in reality learning is an uneven process with jumps in learning that areaccommodative and that ‘spiral models have the disadvantage that they indicate a ‘smooth’, evenly progressive sequence’ (2007, p151).
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Study Skills ProfileStrengths and Areas for Improvement
Study Skill Strengths Areas for improvement
Applying Numeracy Good numerical analysis/ interpretation results from
diagnostic
Conversion, fractions &formulae
Communicating Happy to express thoughtand opinions. Happy to
chair and managediscussions.
Written communicationskills, Critical Analysis of
issues.
Applying Technology E-mail, File Management Typing skills, IT Basics,internet information
sourcing
Managing and Developingself
Good personal reflectiveskills, desire to improve
Time Management, taskscheduling
Working with and relatingto others
Happy to be assigned arole in groups, listen to
other perspectives
Interpersonal skills,avoiding trying to control
group.
Managing tasks andSolving Problems
Good analytical skills,good organisational skills
Avoid focusing on minutiaof task and see big picture
Applying Design andCreativity
Ability to recognise it whenI see it and duplicate
Be bolder in use, viewmore examples
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SMART Action PlanObjective Action Plan Action Points Measure of
Objective
Achievement
Time Frame
(Planned Date
Of Completion
and/or Review)
ApplyingNumeracy,
increase sample
size when using
data for critical
analysis
Increase access tosources of data,
research
recommended
minimum sample
size.
Read two texts onnumerical analysis,
analyse five keynote
reports.
Produce shortsummary of
typical sample
sizes and factors
affecting size
required
Dec2010
Improve
communication
with others.
Reflect on
interactions with
others, research on
interpersonal
communication &
group dynamics
Keep interaction journal
over summer, min one
entry per week.
Read two texts on group
dynamics/interpersonal
communication
Produce summary
of each entry and
match against
theories fromtexts.
Sept2010
Dec 2010
Poor written
communication
skills
Go back to basics,
view samples of
communication
Mar 2011 read two
dissertations and review
structure of
communication, review
five keynote reports
Produce short
report on
structure of
reports, revisit
three past
assignments and
critically review
against report.
Mar 2011
Improve IT skills
generally
Be able to touch
type
June 2011 Complete
online typing course inskills zone,
goodtyping.com
Take speed test,
aiming for fortywpm minimum
Review & aim for
50 wpm
Sept 2010
Nov 2010
Improve Time
Management
Skills
Research
approaches to
effective time
management
Mar 2011 Read minimum
of two study skills texts
re. time management
Produce study
time planner for
year two
Review and
measure at end of
semester one
Review and
measure at end of
semester two
Sept 2010
Jan 2011
June 2011
Improve Design
and Creativity
skills
View cross section
of reports/company
prospectus and
marketing material.
Sample three different
design software
packages, adopt most
suitable.
Edit previously
submitted
assignments using
new
layouts/design.
Compare and
contrast
Mar 2011
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Bibliography.Bedford, D. and Wilson, E. (2006) Study Skills for foundation degrees. London: David Fulton
Publishers.
Cameron, S. (2009) The Business Students Handbook, Skills for Study and Employment . 5th
edition.
Harlow: Prentice Hall
Illeris, K. (2007) How we Learn, Learning and Non Learning in School and Beyond . Abingdon:
Routledge.
Megginson, D and Whitaker, V. (2007) Continuing Professional Development . 2nd
edition. London
Chartered Institute of Personal and Development.
Moon, J. (2006) A Handbook of Reflective and Experiential Learning, Theory and Practice. Abingdon:
RoutledgeFalmer.
Moon, J. (1999) Reflection in learning & Professional Development . London: Kogan Page.
Mullins, L, J. (2007) Management and Organisational Behaviour . 8th
edition. Harlow: Pearson
Education Ltd.
Exeter University (2009). Student Handbook(online) Available from:
http://newton.ex.ac.uk/handbook/TransferableSkills.html. (accessed 12/4/10)
Totaljobs.com(2009).Careers Advice(online)Available from:
http://www.totaljobs.com/careers-advice/cvs-and-applications/transferable-skills. (accessed 12/4/10)
Topinternships.com (2009). Transferable skills (online) Available from:
http://www.topinternships.com/?m=features&p=transferable_skills (accessed 12/4/10)
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Appendix A
Transferable Study Skills Definitions
http://www.totaljobs.com/careers-advice/cvs-and-applications/transferable-skills accessed 17/4/10
What are transferable skills?
Transferable skills can be role-related, technical or general skills that can be put to use in a variety of
obs across a number of industries. Many employers look at more than just job titles, preferring to
concentrate on a candidate's relevant skills and experience.
Generic skills high on employers' wish lists include IT, numeracy and languages. Other general skills
include:
Communication
Research and planning
Interaction and liaison skills
Organisation, management and leadership
http://newton.ex.ac.uk/handbook/TransferableSkills.html accessed 17/4/10
Transferable and Key Skills
The current interest in transferable skills within UK Higher Education seems to stem from Lord
Dearing's report "Review of Qualifications for 16-19 Year Olds" and the Qualifications and
Curriculum Authority's advice on the outcomes of the DfEE consultation document Qualifying for
Success on post-16 qualifications.
What are Transferable Skills?
There is no definitive list of Transferable Skills; they are simply skills learned in one context that are
useful in another. This is why the School module descriptions include skills that are useful within the
context of a degree programme, but that are not listed in the Programme Aims and Objectives which
describe to skills considered likely to be of importance once a student has graduated.
http://www2.warwick.ac.uk/services/careers/developing/skills/transferable/
Transferable Skills
People Skills:Leadership, Teamwork, Influencing/Negotiating, Customer Skills, Communication
Self-Reliance Skills: Self-Awareness, Self-Management, Motivation and Enthusiasm, Initiative,
Resourcefulness
General Skills: Numeracy, Flexibility, Adaptability, Problem Solving, Planning
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Specialist Skills: IT Skills, Commercial Awareness
http://www.lboro.ac.uk/library/skills/Advice/PDP.pdf
Learning at University
Personal Development Planning (PDP)
Studying at a distance
Time management
Minimising stress
Using the Library
Understanding information
Your literature search
References & citations
Taking notes
Reading efficiently
Essay writing
Report writing
Oral presentations
Working in groups
Revision & exam skills
Questionnaire Design
Developing mathematical skills
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Appendix B
Kolb’s Learning Cycle Model
Jarvis Experiential Learning Model.
reproduced from Jarvis 1994