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Higher Level Learning & The Workplace

Contents
Terms 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 Kolbs Learning Cycle Model ............................................................................................................. 15 Jarvis Experiential Learning Model. .................................................................................................. 15

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.

Introduction
The 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 main criticisms 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.

Method
The 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 authors personal development. There are also references to learned academics, their theories, models and books as well as extensive online referencing predominantly from academic sources.

Findings
Research 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 between key skills that industry rates as most relevant and those of academic institutions, those of industry tending towards favouring those skills that have the most instant benefit for the organisation. '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 Quality Assurance 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

Cognitive Skills Critical Thinking, Synthesis & Analysis These are key skills to provide the ability to identify the underlying task required, provide evidence in the support of arguments and assess the validity of the arguments of others along 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 critical review. The very nature of critical analysis and critical review requires a deeper level of understanding. Moon discusses the approaches to learning as Surface and Deep (2004, p21). A surface learning approach may meet initial criteria required for the task by learning only those things that are considered pertinent or necessary for the task in hand whereas a deep learning approach is categorised by the learners desire to truly understand the topic which enables the 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 doesnt recognise that there may well 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 availability of information. Problem Solving and Decision making skills. Being able to identify and evaluate business problems both from a quantitative and qualitative 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 has a 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 doesnt take place at all. It could be argued that if a person has already developed techniques for analysing and quantifying situations they, in theory, should have reduced the possibility of a negative outcome and enhanced the possibility of a positive outcome thereby increasing the potential to learn. Research and investigative skills Identifying relevant data and knowing where to find it as well as knowing how to utilise it is fundamental to resolving business issues, particularly in the fast paced environment of today. Academic referencing is the most easily identifiable study skill along with research techniques, quantitative analysis and managing information systems all of which foster an approach which focuses on identifying relevant information for the task at hand. In analysing Kolbs 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 be argued that research and investigative skills encourage such behaviour and therefore complement the other elements of the learning cycle.

8 Information and Communication Technology Skills Although this topic focuses on the use of technology to convey findings and interaction in business it could also be viewed as a means to aid effective communication through recognising individual learning styles. Flemings VARK model, an expansion on earlier Neuro-Linguistic programming models identifies learner preferences, Visual, Auditory, Reading/Writing and Kinesthetic or tactile learners. By recognising the preferences of those receiving the information, technology can be used to adapt to their styles, an example would be to choose a presentation over a report for 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 addressing business issues along with the ability to draw conclusions from the information obtained. Kolbs 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 doesnt take into account cultural roles and that if personal bias exists it will only be perpetuated by repeating 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 are communicating will strengthen the message being conveyed. Interpersonal Skills. The ability to present, persuade and negotiate effectively as well as being able to talk to and listening 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 plan and 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 of learning that can be applied to a range of contexts. Demonstrated in the educational environment by the use of reflective practice and teamworking exercises.

Self Awareness The concept of self awareness in the business environment is becoming increasingly recognised as a useful tool in the management of both yourself and others. By recognising the impact of your actions on others as well as the effect of their action on you, effective management 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 reflect the true nature of the learning process and failure to take in to account factors that influence learning. Kolbs work has the greater number of critics, whether that is a true reflection of his work in comparison to others or merely that his work has been around the longest and is widely used 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 his definition or taking in to account the effects of emotions, such as avoiding an area of thought that the reflector finds unpleasant, thereby steering the process of reflection towards staying with 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 when something 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 be recycled. Thornhill et al attempt to address the issue with their Action research spiral suggesting that once the initial process has been conducted you move on to a new, all be it connected, process it could be argued however that without external influence the results will remain the same. Peter Jarvis takes a more holistic approach in adapting Kolbs, suggesting it to be far too simple and suggests that the process can have many differing outcomes and many different routes. (see appendix B) Illeris maintains that in reality learning is an uneven process with jumps in learning that are accommodative and that spiral models have the disadvantage that they indicate a smooth, evenly progressive sequence (2007, p151).

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Study Skills Profile

Strengths and Areas for Improvement

Study Skill

Applying Numeracy

Communicating

Applying Technology

Managing and Developing self Working with and relating to others Managing tasks and Solving Problems Applying Design and Creativity

Typing skills, IT Basics, internet information sourcing Good personal reflective Time Management, task skills, desire to improve scheduling Happy to be assigned a Interpersonal skills, role in groups, listen to avoiding trying to control other perspectives group. Good analytical skills, Avoid focusing on minutia good organisational skills of task and see big picture Ability to recognise it when Be bolder in use, view I see it and duplicate more examples

Strengths Good numerical analysis/ interpretation results from diagnostic Happy to express thought and opinions. Happy to chair and manage discussions. E-mail, File Management

Areas for improvement Conversion, fractions & formulae Written communication skills, Critical Analysis of issues.

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SMARTAction PlanPlan SMART Action

Objective Action Plan Action Points Measure of Objective Achievement Produce short summary of typical sample sizes and factors affecting size required Time Frame (Planned Date Of Completion and/or Review) Dec2010

Applying Numeracy, increase sample size when using data for critical analysis Improve communication with others.

Increase access to sources of data, research recommended minimum sample size. Reflect on interactions with others, research on interpersonal communication & group dynamics

Read two texts on numerical analysis, analyse five keynote reports.

Keep interaction journal over summer, min one entry per week. Read two texts on group dynamics/interpersonal communication

Sept2010

Produce summary of each entry and match against theories from texts. Produce short report on structure of reports, revisit three past assignments and critically review against report. Take speed test, aiming for forty wpm minimum Review & aim for 50 wpm Produce study time planner for year two Review and measure at end of semester one Review and measure at end of semester two Edit previously submitted assignments using new layouts/design. Compare and contrast

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

Mar 2011

Improve IT skills generally

Be able to touch type

June 2011 Complete online typing course in skills zone, goodtyping.com Mar 2011 Read minimum of two study skills texts re. time management

Sept 2010

Nov 2010 Sept 2010 Jan 2011 June 2011

Improve Time Management Skills

Research approaches to effective time management

Improve Design and Creativity skills

View cross section of reports/company prospectus and marketing material.

Sample three different design software packages, adopt most suitable.

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. 5thedition. 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. 2ndedition. 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. 8thedition. 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 jobs 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/skils/transferable/

TransferableSkills
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

14 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
Kolbs Learning Cycle Model

Jarvis Experiential Learning Model.

reproduced from Jarvis 1994

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