HLS Assignment

8/3/2019 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

http://www.qca.org.uk/




http://www.dfee.gov.uk/



http://www.dfee.gov.uk/qualify/index2.htm




http://newton.ex.ac.uk/handbook/ModDesTemp.html



http://newton.ex.ac.uk/handbook/AimsAndObjs.html#Aims












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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



http://www.lboro.ac.uk/library/skills/learning.html

http://www.lboro.ac.uk/library/skills/pdp.html

http://www.lboro.ac.uk/library/skills/distance.html

http://www.lboro.ac.uk/library/skills/time.html

http://www.lboro.ac.uk/library/skills/stress.html

http://www.lboro.ac.uk/library/skills/using-library.html

http://www.lboro.ac.uk/library/skills/understand-info.html

http://www.lboro.ac.uk/library/skills/literature-search.html

http://www.lboro.ac.uk/library/skills/references-citation.html

http://www.lboro.ac.uk/library/skills/notes.html

http://www.lboro.ac.uk/library/skills/reading.html

http://www.lboro.ac.uk/library/skills/essay.html

http://www.lboro.ac.uk/library/skills/report.html

http://www.lboro.ac.uk/library/skills/presentation.html

http://www.lboro.ac.uk/library/skills/group.html

http://www.lboro.ac.uk/library/skills/exam.html

http://www.lboro.ac.uk/library/skills/quesdesign.html

http://www.lboro.ac.uk/library/skills/maths.html

http://www.lboro.ac.uk/library/skills/maths.html

http://www.lboro.ac.uk/library/skills/quesdesign.html

http://www.lboro.ac.uk/library/skills/exam.html

http://www.lboro.ac.uk/library/skills/group.html

http://www.lboro.ac.uk/library/skills/presentation.html

http://www.lboro.ac.uk/library/skills/report.html

http://www.lboro.ac.uk/library/skills/essay.html

http://www.lboro.ac.uk/library/skills/reading.html

http://www.lboro.ac.uk/library/skills/notes.html

http://www.lboro.ac.uk/library/skills/references-citation.html

http://www.lboro.ac.uk/library/skills/literature-search.html

http://www.lboro.ac.uk/library/skills/understand-info.html

http://www.lboro.ac.uk/library/skills/using-library.html

http://www.lboro.ac.uk/library/skills/stress.html

http://www.lboro.ac.uk/library/skills/time.html

http://www.lboro.ac.uk/library/skills/distance.html

http://www.lboro.ac.uk/library/skills/pdp.html

http://www.lboro.ac.uk/library/skills/learning.html




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Appendix B

Kolb’s Learning Cycle Model

Jarvis Experiential Learning Model.

reproduced from Jarvis 1994



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