Personal & Professional Development

Learning objectives
• Definition
• History
• Stages
• Achievment

• “The hardest thing to
get into the mind of the
beginner is that the
education upon which
he is engaged is . . . a
life course, for which
the work of a few years
under teachers is a
preparation.”

Defination
• In 1975, Malcolm Knowles defined self-
directed learning as a “process in which
individuals take initiative,
• with or without the help of others, in
diagnosing their own learning needs,
• formulating goals, identifying human and
material resources for
• learning, choosing and implementing
appropriate learning
• strategies and evaluating learning outcomes.”

History:SDL :The Houle Connection:

• Cyril Houle’s key role in thedevelopment of
self-directed learning as an area of research.
He didthis in two ways: (a) through the
publication of his classic work, The Inquiring
Mind and (b) through the influence of two of
his doctoralgraduates: Allen Tough and
Malcolm Knowles.

• Three years later, Knowles’ (1975) own book,
Self-Directed Learning: A Guide for Teachers
and Learners, was published.

SDL
• WHY???
• How???
• What we will achieve???

Why???
Knowledge that students acquire at school
may become obsolete when they join for
practice.
• students are likely to work in different
contexts during their professional career.

• The field of education has witnessed a change
in a student’s role from passive to active
learner
• this moved the centre of gravity away from
the teacher and closer to the student

Advantages
Learn more things and learn better than people who
sit at the feet of teachers passively waiting to be
taught.
More in tune with our natural processes of
psychological development; an essential aspect of
maturing is developing the ability to take increasing
responsibility of our own lives to become increasingly
self-directed.
Many of the new developments in education put a
heavy responsibility on the learners to take a good deal
of initiative in their own learning

Teacher-------Facilitator
• Concept should change from that of 'teacher'
to that of 'facilitator of learning',
'motivator'
and 'designer of the learning situation‘
and sometimes join the students honestly as a
continuing co-learner

9/10/2017
Advantages self-directed learning

9/10/2017
Classifications
Kolb is the ”guru” of learning styles
He developed a cycle of learning in
which immediate/concrete
experiences provide the basis for
observations and reflections
These observations can be distilled
into abstract concepts which
produce actions which can be
actively tested to create a new
experience

9/10/2017
• Developed a learning styles questionnaire
based on Kolb’s theories
• Postulated that people’s preferred styles vary
with situational change (horses for courses)
• Their cycle is having an experience –reflecting
on it - Drawing conclusions- putting theory
into practice

9/10/2017
What is a ~ favourite breakfast cereal?

9/10/2017
Learning Approaches
Learning Through Research
Learning From Others
Seminars/Conferences
Use of Internet, Social Network
Use of Bulletin Boards
News Groups

9/10/2017
Why are Conferences Useful? •
Conference presentations require you to set research
deadlines
Conferences help you feel integrated with
the academic community

School College
You can’t cover everything
Plan in advance – have a strategy

I’m just going to the library for 4 hours….
(I’ll work out what I’ll study when I get there)

School College
Dependent on teacher
Homework
Up to you to make college:
-interesting
- active

Active studying means
1. Working with the material to try to build
understanding
2. Find a way process the information in a
deep and meaningful way

How?
Have a framework
– Think about the purpose of the study task
– Consider the best way to approach it
– Reflect and review
PSR
– Purpose – why?
– Strategy – how?
– Review – check!

Active Learning
Hands-on Learning Engage in Seminars
Set up a Study Group Get to Know Staff
See your subject everywhere Active Note-taking

Discussion (5 mins)
1. How do you study (reading/notes) ?
2. How do you take read?
3. How do you take notes?

Good Reading is like Interrogation

Get reading – actively!
Purpose
• Strategies to suit:
– Scanning
– SQ3R
– Note making
• Review

Ebbinghaus Forgetting Curve
Schedule Time for Reviews

Get Thinking - Reading
1. Asking questions
2. What is the point of view of author?
3. Evaluate evidence
4. Forming opinions

Being Selective
• Ask lectures/tutors what is most
relevant
• Be alert for hints and clues
• Ask fellow students
• Ask students in years ahead
• Share reading
• Preview or skim before in-depth
reading

“I feel like I’m being taken advantage
of – doing work not related to my PhD”
Ok, I’m finding it hard to
concentrate, I’ll make a
good effort to make
precise notes.

Notes
Source
Review
Notes
Exams
Or
Essays
Your
Summary
Notes

Types of Notes
1. Prose or summary
2. Outline or skeleton
3. Mind or concept maps
4. Cornell or 2 Column
How do you take notes?

Taking Notes
Write brief notes here as
you are reading a book
OR during a lecture
Write a short summary of the page here
Write
Keywords
here

Taking Notes
Types of Matter
1. Solids
-have a definite shape
-have a defiinte volume
2. Liquids
-Do not have a shape
- Have a volume
Write a short summary of the page here
Solids
Liquids
?

More information
Cottrell, S. (2003). The study skills handbook,
2nd ed. Basingstoke: Palgrave Macmillan.
Fairburn, G.J. & Fairburn, S.A. (2001).
Reading at university: a guide for students.
Maidenhead: Open University Press.

PD-78
PROFESSIONAL
DEVELOPMENT

PD-79
PROFESSIONAL DEVELOPMENT
Instructional Leadership Development Framework
for Data-driven Systems
QUALITY
STUDENT
PERFORMANCE
ETHICS AND INTEGRITY
Curriculum/Instruction/
Assessment
Supervision
Professional
Development
Organizational
Management
CULTURE
Communication
and Community
Partnerships
Learner-Centered High Expectations
Collaborative Continuous Improvement

PD-80
“When you talk about school
improvement, you’re talking about
people improvement. That’s the
only way to improve schools.”
—Ernest Boyer
—in DuFour, The Principal as Staff Developer

PD-81
The Continuous Improvement Process
Compare the continuous
improvement process for
campuses and individuals.

PD-82
Professional Development to Impact
Student Achievement
Campus Needs
Your Needs
as Instructional
Leader
Teacher
Staff
Needs

PD-83
Premises
• Student achievement is improved by the
continued professional development of
all stakeholders.
• Professional development is based on
identified needs and goals.
• Effective professional development is
learner-centered.

PD-84
Objectives
• To understand the purpose of professional
development in providing sustained support
for teachers
• To become aware of current best practices
in professional development
• To recognize the variety of professional
development strategies

PD-85
Best Practices in Professional Development
Decrease
• An orientation toward the transmission of
knowledge and skills by “experts”
Increase
• The study of the teaching and learning
process
—Sparks & Hirsh
—Adapted from A New Vision for Staff Development
• A focus on generic instructional skills • A combination of generic and content-specific
skills
• Staff developers who function primarily as trainers
• Staff development provided by one or two
departments
• Isolated, individual development
• Fragmented, piecemeal improvement efforts
• District-focused professional development
• A focus on adult needs
• Training conducted away from the job
• Professional growth as a “frill” that can be cut
during difficult financial times
• Those who provide consultation, planning, and
facilitation services as well as training
• Staff development as a major responsibility
performed by all administrators and teacher
leaders
• Individual development and organizational
development
• Staff development driven by a clear, coherent
strategic plan
• School-focused approaches to professional
development
• A focus on student needs and learning
outcomes, and changes in on-the-job
behaviors
• Multiple forms of job-embedded learning
• A commitment to professional development as a
critical part of the school improvement process

PD-86
Best Practices in
Professional Development
• Using H-PD-1, highlight key words from the
“Increase” side of the chart.
• Using the key concepts, develop a summary
statement that captures the essence of the
recommended best practices in professional
development as supported by research.

PD-87
Key Concept: Levels of Impact
• Knowledge: Do I know what it is?
• Skill Acquisition: Can I do it?
• Application: Can I do it in the real
world?

PD-88
Relationship Between Levels of Impact
and Components of Training
Levels of
Impact
Components
of Training
Knowledge ApplicationSkill
—National Staff Development Council
—Adapted from Standards for Staff Development
Presentation
of Theory
85% 5–10%15%
Coaching/
Study Groups/
Peer Visit
80–90%90%90%
Practice and
Low-Risk Feedback
10–15%80%85%
Modeling 5–10%18%85%

PD-89
Facts Topics Concepts Generalizations/
Principles
LevelofDifficulty
Level of Complexity
Analysis Tool:
Bloom’s Taxonomy and Erickson’s Structure
of Knowledge

PD-90
Professional Development Key Concept:
Selection of Strategies
• have the potential for significant impact on
student and teacher performance, and
• be aligned with the objectives you want to
accomplish based upon assessed needs
The professional development strategy
selected should

PD-91
Professional Development Strategies
• Individual/Self-Directed
• Mentoring/Coaching
• Group Planning
• Instruction/Training
• Inquiry/Action Research
• Study Groups

PD-92
Professional Development Strategies
STRATEGY DESCRIPTION SUGGESTIONS
FOR USE
Individual/Self-
Directed
Study Groups
Inquiry/
Action Research
Instruction/
Training
Group Planning
Mentoring/
Coaching

PD-93
Lone Star Middle School
Professional Development to Impact
Student Achievement
Cheryl’s
Needs
Campus Needs
Your Needs as
Instructional
Leader
Kelley’s
Needs

PD-94
Planning for Lone Star Middle School
Professional Development Needs

PD-95
• Review the data you have concerning both campus
objectives.
• Utilizing the four critical elements of
curriculum/instruction/assessment—high cognitive
thinking and making connections, addressing the varied
needs and characteristics of all learners, assessing
student progress, and alignment of learning
objectives— discuss some potential professional
development strategies.
• Prioritize the strategies and select your top two
priorities.
• Be prepared to share these priorities.

PD-96

PD-97
Planning for Individual Professional
Development Needs
• Review the data gathered on Cheryl and identify some of
the professional development needs reflected in the data.
• Utilizing the four critical elements of
curriculum/instruction/assessment–high cognitive thinking
and making connections, addressing the varied needs and
characteristics of all learners, assessing student progress,
and alignment of learning objectives–discuss some
potential professional development strategies for Cheryl.
• Prioritize the potential strategies and be prepared to
share.
• Repeat the process for Kelley.

PD-98
Teacher
Staff
Needs
Campus Needs
Your Needs as
Instructional
Leader

PD-99
Administrator Needs Assessment
• Campus and individual teacher needs
• Reflection Journal: “What knowledge
and skills do you need in each area?”
• Appraisal: On-the-job performance
• State Board of Educator Certification
(SBEC) required 200 hours based on
the principal standards
• Supervisory styles

PD-100
How do you know professional
development was effective?
1. What were participants’ reactions?
2. Did participants learn?
3. Did the organization provide support and change?
4. Did participants use and apply new knowledge and skills?
5. Were student learning outcomes improved?
—Guskey
—Evaluating Professional Development

PD-101
Continuous Improvement Planning Process
Data Sources for Data-driven Decision-making
Curriculum/Instruction/Assessment
Supervision
Communication and Community Partnerships
Organizational Management
Quality
Student
Performanc
e

PD-102
Self-Assessment/Reflection
• Based on the Professional Development
component, what additional knowledge
and skills do you need for continuous
improvement?

PD-103
Instructional Leadership Development Framework
for Data-driven Systems
QUALITY
STUDENT
PERFORMANCE
ETHICS AND INTEGRITY
Curriculum/Instruction/
Assessment
Supervision
Professional
Development
Organizational
Management
CULTURE
Communication
and Community
Partnerships
Learner-Centered High Expectations
Collaborative Continuous Improvement

104 | Presentation title – 00/00/2012
What is an Apprenticeship?
• Apprentices are employed from day 1, and hold a contract of employment!
It is a REAL job with training!
• Off the job training for nationally recognised Qualifications such as NVQs,
Technical Certificates & Key/Functional Skills.
• All apprenticeships minimum of 12 months. Many apprenticeships last
much longer, e.g. Engineering is normally 3 to 4 years
• There is a minimum of 30 hours per week for apprenticeships
• Entry requirements vary; some require 5 GCSEs A*-C and some don’t
• Other considerations – motivation, potential, maturity, reliability,
eagerness, punctuality, ability to learn, determination

Why Consider Becoming an
Apprentice?
• Earn a salary: Average Salaries vary according to Level and Sector
• Starting salaries can be low, but apprenticeships open doors for
career progression with employers
• Choose from over 170 industries and over 1700 job roles
• Can progress into university, or up the career ladder
• 9 out of 10 completed apprentices are in work or education after
completing their Apprenticeship

106 | Presentation title
Level of Apprenticeships
Different levels of Apprenticeship available
Plus knowledge, competence, and employability skills
Intermediate
Apprenticeship
Advanced
Apprenticeship
Higher
Apprenticeship
•Level 2
•12-18 months
•Equivalent to 5
GCSEs A* - C
•Level 3
•18-48 months
•Equivalent to 2
A-levels
•Levels 4,5,6,7
•24 months+
•Equivalent to
foundation
degree level +

Vacancies by Sector Subject Area
Aug 2013 to July 2014
Agriculture, Horticulture
and Animal Care
2%
Arts, Media and
Publishing, 1%
Business, Administration
and Law, 38%
Construction, Planning and
the Built Environment,, 4%
Education and Training, ,
1%
Engineering and
Manufacturing
Technologies,, 11%
Health, Public Services and
Care, 11%
Information and
Communication
Technology 5%
Leisure, Travel
and Tourism,, 3%
Retail and Commercial
Enterprise,, 18%
Total Vacancies Posted 2013/14 172,178 Inc. Traineeships

Candidate Applications 2013/14
52%
37%
7%
4%
Candidate Applications by Age (Inc. tships)
16-18
19-24
25+
Under 16
16-18 943,020
19-24 670,849
25+ 124,220
Under 16 81,747
1,819,836

Apprenticeships.gov.uk
Apprenticeships.org.uk now Apprenticeships.gov.uk

Apprenticeships online
content
National Apprenticeship Service
• Apprenticeship content now on direct.gov, as part of the government digital reforms.
https://www.gov.uk/further-education-skills/apprenticeships

Find an Apprenticeship
Benefits of the new service include:-
• Designed for mobile & enhanced keyword and location search
• Clearer view of the apprenticeship vacancy description
• Easier registration process
• User friendly application form
• Clearer guidance for completing the strengths and skills section
• Applications dashboard for candidates to easily track applications
• Candidates using Av for the first time will be directed to the new Find an
apprenticeship service.
• 2 systems will run in parallel until March 2015

Find an apprenticeship
How to Apply!

Find an apprenticeship
Manage Your Applications

PwC
An Education and Training programme to engage young
people aged between 16-24 to prepare them for
work/apprenticeship by:-
1. Providing work preparation training
2. Providing support with literacy and maths
3. Giving meaningful work experience
4. Providing Support with job search and/or progression into
further learning
Traineeships advertised on Apprenticeship vacancies/Find an
Apprenticeship
What is a Traineeship?

PwC
Traineeship Policy changes
• Removal of 16 hour benefit rule
• Work placement – consecutive weeks
• Learner eligibility change – Level 2 change for 19-24s
from January 2015 and all 24 year olds are now eligible
• Introduce non regulated work preparation learning for
19-24 year olds to align with 16-18 year olds
• Minimum standards – providers progressing
learners to positive destination

Higher
Apprenticeships
“The Government’s ambition is for it to become the norm for
young people to achieve their career goals by going into an
Apprenticeship or to university to – in the case of some Higher
Apprenticeships – doing both.”
Vince Cable
BiS Secretary of State

PwC
Programme ambition for Higher Apprenticeships is:
‒ to increase take-up to 20,000 starts between Aug 2013 to July 2015
‒ to offer higher level vocational routes as a choice on equal parity
with an academic only option
‒ to provide simple to access route for employers & employees
‒ to position Apprenticeships (all levels) as a positive choice for
young people and adults, and their employers and parent
• Additional funding (£60m) has been made available to support Higher
Apprenticeships – Level 4, 5, 6 and 7. NOW Released (Sep 2014)
The ‘Highers’ Ambition

There are 49 Frameworks with over 80 different pathways
Level 4: Actuarial Technician, Construction technician, Conveyancing technician, Cyber
intrusion analyst, Dental practice manager, Digital media technology practitioner, Network
engineer, Professional accounting technician, Software developer, Software tester, Senior
chef: culinary arts
Level 5: Dental Technician
Level 6: Chartered legal executive, Control/Technical support engineer,
Electrical/Electronic technical support engineer, Manufacturing engineer, Product design &
development engineer, Licensed conveyancer,
Professional accountant, Relationship Manager (Banking)
Level 7: Solicitor
New standard Higher
Apprenticeships:

APPRENTICESHIP REFORMS
High quality
Higher expectations of
English and Maths, more
assessment at end of
Apprenticeship and
introducing grading.
Employer driven
Ensuring rigorous
training that will
support economic
growth
Simple
Complex frameworks to
be replaced by standards
of around one page
written by employers.

‒Standards designed by employers will replace existing
Frameworks
‒New standards will be clear and concise, written by
employers and no more than two pages long
‒All Apprenticeships will have an end-point assessment
‒Apprenticeships will be graded for the first time
‒All Apprenticeships last a minimum of 12 months
What changes are we making to
Apprenticeships?

NAFSA - EAIE Joint Symposium, Amsterdam, March 22-23, 2007 A. Charon Wauters
Slide 122
ECTS 1. A short history/1
ECTS
1. A short history: “From credit transfer to credit accumulation”
In 1989, ECTS was introduced as a pilot scheme in the ERASMUS
programme.
Objective: facilitate academic recognition for the ERASMUS students by
providing instruments for increased transparency and comparability, to assist
recognition and portability of credits obtained in partner institutions.
In 1999, the signatory states in the Bologna process identified ECTS ‘as a
proper means of promoting the most widespread student mobility’.
At the 2002 EUA Zurich conference on Credit Transfer and Accumulation,
the role of ECTS in transfer and accumulation was endorsed.

Slide 123
ECTS 1. A short history/2
In 2003, at the Berlin conference, the Ministers stressed:
a. the important role played by ECTS in facilitating student mobility and
international curriculum development; …
b. They encourage further progress with the goal that the ECTS becomes
not only a transfer but also an accumulation system, …
In 2005, at the Bergen conference, Ministers identified also ECTS as:
a. one of the key elements of the Framework of Qualifications for the
European Higher Education Area;
b. Implementing ECTS would also serve the implementation of the
Standards and Guidelines for Quality Assurance in the European Higher
Education Area, notably as regards information provision for students
and the use of learning outcomes and their associated student
workload.

Slide 124
ECTS 2. What is ECTS now?/1
2. What is ECTS now?
Sources: ‘ECTS User’s Guide’ 14 02 2005
and new draft version 18 03 2007 still under discussion
The ECTS Key Features are presently under complete revision to
emphasize the strong link that should exist between credits, workload and
learning outcomes.
ECTS Key Features 2005
"ECTS is a student-centred system based on student workload required to achieve
the objectives of a programme of study. These objectives should preferably be
specified in terms of learning outcomes and competences to be acquired"
"60 credits feature the workload of a full-time student during one academic year. It
amounts to around 1500-1800 hours per year, which corresponds to 25-30 student
work hours per credit”

Slide 125
ECTS Key Features 2005 - 2
Student workload consists of the time required to complete all planned
learning activities.
Credits are allocated to all educational components of a study programme
and reflect the quantity of work each component requires to achieve its
specific objectives or learning outcomes in relation to the total quantity of
work necessary to complete a full year of study successfully.
Credits can only be obtained after successful completion of the work
required and appropriate assessment of the learning outcomes achieved.

Slide 126
ECTS Key Features 2005 - 3
The majority of the ‘Bologna’ European countries, have introduced the ECTS
in their legislation on the basis of this version of the Key Features.

Slide 127
ECTS Key documents for all learners and for mobile students
 Information/Course Catalogue
 ECTS Learning Agreement (internal and external use)
 Student Application Form
 ECTS Transcript of Records

Slide 128
ECTS Grade Interpretation Scheme (EGIS) (ex. ECTS Grading
Scale)
ECTS grades carry credit and are awarded to students passing the
assessments as follows:
10 % ECTS A grade
25 % ECTS B grade
30 % ECTS C grade
25 % ECTS D grade
10 % ECTS E grade
-- FX (fail - some work required to pass)
-- F (fail - considerable work required)

Slide 129
ECTS 3. State of implementation/1
3. State of implementation
Source: ‘EUA Trends V report’ (1st draft 13.03.2007) David Crosier et al.
These results will be presented next week at the EUA GA and will be
published in ± 2 weeks. It will also be presented at the Ministers conference
in London in May 2007.
These results are based on a questionnaire + site visits.
The questionnaire was sent to European HE institutions (920 answers) and
addressed among other topics the :
• use and implementation of credit systems,
• recognition tools and procedures.
The visits (Nov.-Dec. 2006) complement the questionnaire’s answers.

Slide 130
Q23:credit transfer system
68
11,9
16,3
1,2 1,6
11,5
75,1
10,8
0
20
40
60
80
100
1. Yes, ECTS 2. Yes, but not ECTS 3. Not yet, but we
intend to develop one
in the future
4. We do not intend to
implement one
T3
T5
Does your institution have a credit transfer system for all BA and MA
programmes?
source TV 1st draft report version 13.3.2007

Slide 131
Does your institution have a credit transfer system for all BAand MAprogrammes?
Not y et, but we intend to dev elop one in the f u(4)
Yes, but not ECTS (3)
Yes, ECTS (36)
‘Does your institution have a credit transfer system
for BA and MA programmes?’

Slide 132
Q22:credit accumulation system
50
22,4 22,5
66,4
18,3
12,6
0
20
40
60
80
100
1. Yes, ECTS 2. Yes, but not ECTS 3. Not yet, but we
intend to develop
one in the future
Trends III
Trends V
Does your institution use an credit accumulation
system for all BA and MA programmes?

Slide 133
Does your institution use a credit accumulation system for all BAand MAprogrammes?
NA (1)
Not yet, but we intend to develop onein the future (3)
Yes, but not ECTS (8)
Yes, ECTS (31)
Does your institution use an credit accumulation
system for all BA and MA programmes?

Slide 134
ECTS 4. Questions still in progress/2
Other questions related to ECTS as a transparency tool
Allocation of credits and their link to workload and learning outcomes will, in
many cases, have to be ‘fine tuned’ or ‘re-tuned’ after a few years of
implementation
Course catalogues still need improvements (regular updates, translation,
etc.)
The ECTS grading scale is still not widely used and the grades are not
transferred, … only the credits
Etc…

9/10/2017
Assessment of Learning

Assessment for Learning
What am I
learning?
How will this
inform my
teaching?

K-W-L Chart
Know already Want to Know Learnt
138

Assessment is the process of gathering
information about children’s learning
Purpose of
Learning

Assessment in education is about gathering,
interpreting and using information about the
processes and outcomes of learning.
140

Schemes of assessment should:
• Provide information about what students know and what they
can do
• Enhance the quality of learning
• Measure progress made by students
• Certify achievement
• Motivate
• Supply information for teachers, students and parents that
enables them to direct future strategies for teaching and
learning
• Allow and encourage students to become reflective and
independent learners
141

Types of Assessment
142
Assessment LearningFOR
OF
AS

Traffic Lighting
Can Not Understand
Not Too Sure
Clear Understanding
143

Traffic Lighting
• To get an overview of the
understanding of the class
• Topic checklists are completed at the
start of a topic and the information
used by the teacher to structure the
planned learning -greens first, reds
later
• At the end of the topic, students re-
traffic light their understanding of the
learning outcomes and list what they
need to do - make the basis of a
revision lesson
144

9/10/2017
CURRENT
PERFORMANCE
FUTURE NEEDS

9/10/2017
OPPORTUNITES & THREATS TO CAREER
PROGRESSION
AIMS &OBJECTIVES
ACHIEVEMENT DATES
REVIEW DATES
LEARNING ACTIVITES
ACTION PLAN
PPD

The Personal
Portfolio
D R A F T

Why?
 To reflect on your experiences
 To identify the skills you possess
 To identify the qualities you possess
 To draw attention to you so that the potential employer
remembers you
 Reflecting on your experiences allows you to identify your
skills, qualities & interests so that you can use them to seek
employment
 You must be able to put them in writing (Letter of
Application, Resume, Portfolio) & talk about them
(Interview)
D R A F T

Student’s Employability Skills
Business Representatives want students who have:
• Academic skills (written, verbal, math, problem-
solving, etc.)
• Soft skills (function in a group, be a leader &
follower, listen to other’s views, etc.
• Personal skills (punctuality, meet time lines, have
career goals, etc.)
• Portfolios document skills acquired!
D R A F T

What is a PortfoliO?
• A collection of student-selected documentation of in-school &
out-of-school accomplishments; shows the student’s
employability skills
• A visual resume of the important things
– Themes, pictures, drawings, transcripts, technology-
related pregrams/documents, etc.
• A motivational tool – if you don’t have entries, join a club, get
involved, volunteer, etc.
• Students develop & manage the portfolio
• Start with a career plan
D R A F T

Organization
Organize based on:
• Employability skills (academic, soft &
personal) – see slide 4
• Career choice requirements
• College/university requirements
• High school IGP (Individual Graduation Plan)
• Core curriculum
• Scholarship requirements
D R A F T

What You Will include
• Cover
– Generates the first impression
– Name of student
– Picture of the student
• Resume – the portfolio will support skills listed
on the resume
• Documentation – evidence of achievements in
each skills area (academic, soft, personal)
– Use a divider page for each skills area
D R A F T

Academic SKills
• Transcript
• Report card
• Photos
• List of computer software used &
examples of application
• Test scores (ACT, SAT, other)
• Checkbook reconciliation
• Academic certificates, medals, ribbons
• Awards ceremony programs
• Acceptance letters from
colleges/universities
• Newspaper clippings
• Articles written for school newspaper
• Drawings & artwork
• Projects
• Etc.
• Summaries – describe each entry; only a
few sentences; box them in, add color,
change the font, etc. to make them
stand out
• Pictures of awards, etc.
• Certificates - evidence of membership,
awards, recognitions
• The portfolio represents the skills you
have
– How is your spelling?
– What about your grammar?
• Continuously update your portfolio
D R A F T

Soft/TRansferrable skills
• Sports
– Newspaper articles
– Programs from sporting
events
– Certificates
– Team or individual pictures
– Ribbons, medals (color
copies) or picture of varsity
jacket
– Written performance
evaluation from the coach
• Band
• Choir
• Student council
• Team class projects
• Group activities (example:
homecoming)
• Clubs
• Yearbook
• Scouts
• Debate team
• Participation in political
campaigns
• Student leadership organizations
(FBLA, DECA, HOSA, etc.)
• Provide BRIEF summaries of
entries
D R A F T

Personal skills
• Entries that show that you are reliable, self-disciplined,
dependable, flexible, organized & have a career plan
• Transcript with absences/tardies noted
• Chart of chores performed at home
• Timeline developed for completing a project including pictures of various stages of
progress
• Letters from coaches indicating the student agreed to play sports & be drug, alcohol &
cigarette free and fulfilled that pledge
• Spreadsheet showing how a personal budget was created & implemented
• Ledger showing payments made toward a debt (senior trip, cheerleading uniform, etc.)
• Pages from a personal calendar with practice times documented to show organizational
skills
• Copy of Individual Graduation Plan (IGP), Career Plan, etc.
D R A F T

Work Experience
• Demonstrates work readiness skills
• Paid & unpaid work experience
• Activities such as ushering at church, volunteering at the library, child care,
lawn work cleaning a park or sports field, housework tutoring, gardening or
farm work, splitting wood, pet or livestock care, etc.
• Summaries: list job duties & skills gained from the experience
• Collage of business cards of places worked
• Pictures on the job
• Co-op or internship training agreement & evaluation forms
• Letters of experience from employers
• List of duties & skills gained
• List of references – people who can verify employment or volunteer work
D R A F T

Other interests
• Out-of-school activities
• Church functions
• Community fund raisers
• Volunteer activities
• Participation in political campaigns
• Travel
• Hobbies
• Collections (stamps, coins, sports cards, etc.)
• Anything that tells about youD R A F T

Miscellaneous
• Special poems
• Letters of recommendation from teachers,
counselors, pastors, etc.
• Pictures of helping at family functions
D R A F T

Grading
• Cover
• Dividers
• Documentation with summaries
– Of academic skills
– Of soft skills
– Of personal skills
– Of other information
D R A F T

How portfolios are used
• Job interviews
– Serves a tool for communicating your abilities
– Serves an an icebreaker for employers
• 1/3 of resumes are inaccurate – information omitted or embellished
• Allows the employer to see documentation of the skills listed on the
resume
• When asked a question, you can “show” evidence of skills
• 1 in every 1,470 jobs gained from a resume; Stand out above the others
• Colleges & scholarships often request portfolios
• Membership into organizations
• Applying for apprenticeship programs
D R A F T

E-Portfolios
Artists have portfolios of their art work
Why not SHOW what you are capable of
Definition:
Digital or Web-based document that allows you to
gather & organize your experiences &
accomplishments, reflect on these experiences, &
market yourself to colleges & employers in a
multimedia format (Orndorff, p. 162)
Displays your skills, qualities & interests
D R A F T

Contents of E-Portfolios
Research projects
Reflection papers on jobs & activities
o Summarize
Your role
Your responsibilities
A profile of the company/organization
Outcomes & accomplishments
o Reflect on:
o the skills & qualities developed
o What you like & did not like
o Include a hyperlink to the company/organization’s Web
page
D R A F T

• Courses taken
– Summarize:
• What you learned
• What you enjoyed & did not enjoy
– Include:
• Names of teachers & textbooks (for references)
• Links to Web sites you like (football – football
section)
D R A F T

Resume
Add links from the first page to second-level pages
Example: football – link to the school’s Web site
football page that has your pictures on it
Provides information on the team you played for
Samples of work
Images, videos, etc.
Animoto, Glogster, Prezi & all programs used in
this course
D R A F T

Sample E-Portfolios
• www.career.fsu.edu/portfolio
– From the Home page, click on History
– Click on Prototype of a Completed Career Portfolio
– Click on each tab & links within the tabs to view a
sample Career Portfolio
• Click on PowerPoint under Career Portfolio
Slideshow to view a presentation that tells
about portfolios
D R A F T

New Technology High School
Napa, California
• http://www.newtechhigh.org/
• Click on Student Portfolios on the left
• View numerous portfolios
D R A F T

Resources for E-Portfolios
• School resources & Web space
• Blogs
• E-Portfolios are ongoing documents
• Continue to develop them beyond this course
D R A F T

Step 1
Gather documents, etc.
Items placed on your portfolio MUST be of
high quality
Formatted professionally
Correct spelling & grammar
Have others review items
Describe each item
Give each item a title
Categorize items
D R A F T

Step 2
• www.blogger.com
• www.wordpress.com
• www.visualcv.com
D R A F T

Individual Differences in SLA: Styles / Strategies
Learning styles – our preferred (natural, habitual,
“without thinking”) way of learning.
• global v. analytic
• field in / dependence
• feeling v. thinking
• impulsive v. reflective
• intuitive-random v. concrete-sequential
• closure-oriented v. open
• extroverted v. introverted
• visual v. auditory v. tactile/kinesthetic
Oxford & Anderson. (1995). A cross-cultural view of
learning styles. Language Teaching, 28, 201–215. 17
6

Learning styles – our preferred (natural, habitual,
“without thinking”) way of learning.
For the most part, scholars determine learners’
styles through use of instruments, often—but not
always—questionnaires.
17
7

Learning strategies – the conscious decisions we
make about the learning task (strategies).
1. cognitive strategies, involving the manipulation or
transformation of learning materials / input (e.g.,
repetition, summarizing, using images);
2. metacognitive strategies, involving higher-order
strategies aimed at analyzing, monitoring,
evaluating, planning, and organizing one’s own
learning process;
17
8

Learning strategies – the conscious decisions we
make about the learning task (strategies).
1. cognitive strategies;
2. metacognitive strategies;
3. social strategies, involving interpersonal
behaviors aimed at increasing the amount of L2
communication and practice the learner
undertakes (e.g. initiating interaction with native
speakers, cooperating with peers);
4. affective strategies, involving taking control of the
emotional conditions and experiences that shape
one’s subjective involvement in learning.
17
9

O’Malley, Chamot, Küpper
18
0
Ineffective listeners:
• approached texts on a word-by-word
basis;
• were unaware of inattention; did not
redirect attention to the oral text
when needed;
• did not make connections between
new information and their own lives.
Effective listeners:
• monitored attention lapses; redirected
attention as necessary;
• listened for larger “chunks” of text; shifted
attention to individual words only when
there was a breakdown in
comprehension;
• related new information to prior
information.

Informal learning, APL and learning
styles

Program
• Different perspectives on learning
• Formal, non formal and informal learning
• Accreditation of Prior Learning
• Practise learning
• Learning styles + scan

What is Learning?
The process, the experience or experience to
knowledge, skills or values to collect.

Thesis
Learning is:
• linked to a change of behaviour?
• in individual and social context two sides of
same coin?
• the things you do when you don’t know what
to do?
• a subject of reflection?
• Learning takes place throughout the day?

Formal learning
Formal learning takes place within the
structured formal educational system.
The learning methods are standardised
It focuses on cognitive knowledge that is
measurable.

Non formal learning
Non formal :Intentionally organized, structured
learning means that in a different context than
institutional school play. For instance company
education.

Informal learning
• Informal learning is learning that takes place
outside school / training in the workplace or
elsewhere outside school or training.
• Also named: voluntary learning
• You cannot avoid informal learning, it takes
place all day, during your work, during holiday,
raising children, hobbies; informal learning
never stops.

Accreditation of Prior Learning
• APL concerns all types of learning; formal, non
formal and informal
• In order to conduct an APL procedure you have
to be able to recognise all prior learning
• Most exciting APL procedures are those who
include non- and informal learning

• One can learn languages by grammar and
lexicon, some learn it by doing
• A voluntary job as chairman in sports can
make you a good manager
• Running a family can be a good preparation on
a career in health care
• Travelling around the world can be the best
preparation for a salesman.

• Most of your learning is in- or non formal
• Societies run on experimental and chaotic
learning
• We could be winners if we could manage all
learning, not only the formal learning
• APL is the method of valuing all learning
• APL might be the missing link in personal
development

Eight dimensions of learning
Dimension / Grade
1. Place
2. Awareness learner
3. Steering
4. Contents
5. Connection
Reference framework
6. Incentive to learn
7. By whom
8. Who

Learning forms
1.Practise learning is learning in the workplace
2.Discovery learning includes all activities aimed
at new knowledge, insights and skills to do so.
3.The created learning comes to creating,
developing and designing new services and
products.

Practise learning
• Learning in companies or constructed
learning
Examples:
Alliances of business
Little companies from students
Simulation companies

What is learning about
• We should be more open for images,
metaphors, subjective views, experiences and
intuitions in the learning of our selves. We
would have to be out of the idea that learning
only consists of education and training.

Informal learning and learning styles
Rhythm
Rhythm

• How do you experience learning?

Learning styles
In order to determine and analyse the learning
preferences, there is a new system, containing
five contexts of learning by M Ruijters.

Learning by
• Copying the art: Role models, imitation from best-
practice, real-life, pressure
• Participation: Dialogue, with others, collaboration,
discourse, trust
• Acquisition: Objective facts, transmission,
knowledge, from experts
• Experimentation: Critical reflection, safe,
experimentation, explicit learning
• Discovery: Meaning, deep understanding,
inspiration, self regulation

Explanation preference styles
-10 -5 0 5 10 15
Score
Copying the art
Participation
Acquisition
Experimentation
Discovery

Metaphors of learning at work
• When applying these metaphors to the use of
technology at the work place one needs to
distinguish several roles of technology. Here
we will distinguish four roles:
• To work with ICT Learning
• Learning as working with ICT (implicitly)
• Learning deliberately with ICT
• Learning through the design of ICT

Learning to work with ICT
• Participation: Just let people with similar interests work
together in using ICT
• and help each other
• Imitation: The (virtual or f2f) looking over the shoulder
assistant
• Acquisition: E-learning modules presenting the theory
• Experimentation: Deliberate practice: purposeful trying to
practice certain ICT skills
• on the job (see Erickson, Krampe, and Tesch-Romer (1993)
• Discovery: Finding out on your own how computers work
(with some help of
• manuals and colleagues)

What are
Monitoring and Evaluation?

Monitoring vs. Evaluation
Monitoring Evaluation
Systematic, ongoing
During programme implementation
Tracking of activities and progress
According to AWP
For short term corrective action
Accountability for implementation
Contributes to evaluation
Conducted by insiders
Are we doing things right?
 Systematic, periodic
 During and after programme
implementation
 Judgement of merit, value or worth
of a programme/project
 Compared to evaluation criteria
(relevance, effectiveness, impact)
 For decision-making about future
programmes
 Accountability for results
 For office & organizational learning
 Conducted by impartial outsiders
 Did we do the rights things?

 Systematic, impartial assessment
 External, separated from programme management
 Determines whether results made a worthwhile contribution
to national development priorities
Criteria: relevance, efficiency, effectiveness, impact, sustainability
 3 key functions:
Programme improvement
Accountability
Organisational learning
What is Evaluation?

And why do we need to do it?
 Whether we are Doing the Right Things
– Relevance/rationale/justification
– Client satisfaction
 Whether we are Doing it Right
– Effectiveness/coherence
– Efficiency: optimizing resources
– Sustainability
– Impact
 Whether there are Better Ways of Doing it
– Alternatives
– Good practices
– Lessons learned
– Improved positioning to influence next development planning
framework

9/10/2017
A Guide to Developing a
Personal Development Plan

9/10/2017
. Personal development planning is also a systematic approach to continuously
develop your skills to ensure that you have the necessary skills and knowledge
when opportunities to progress arise.
How do you develop a PDP?
Development is a process of expanding, shaping and improving skills, knowledge
and interests to improve your abilities and effectiveness.
This can involve developing skills and knowledge that will enable you to move
ahead to the next stage in your career but also to expand your breadth of skills
and knowledge so that you become more expert in your current post or even to
develop a new skill outside work e.g. playing a sport.
To address a development need effectively it is necessary to:
•Define what you want to achieve and set yourself a goal(s).
•Plan the actions you need to undertake to achieve that goal – you should write a
personal development plan (PDP) to outline the actions you are going to
undertake to achieve your goal.
•Evaluate your development to assess how close you are to your goal and to
examine if further action needs to be taken to achieve your goal.

9/10/2017
How do you develop a PDP?
What are my development
objectives?
Priority What activities do I need to
undertake to achieve my
objectives?
What support/resources do I need
to achieve my objectives
Target date for
achieving my
objectives
Actual
date of
achievi
ng my
objectiv
es
Review Date:

9/10/2017
Personal Development Plan: Key to terminology used in template
Development Objectives are objectives that you have identified to enable you to meet the learning and development needs identified at the
skills analysis stage
Priority identifies whether your development objective is:
 critical to your current role
 beneficial but non-critical to your current role
 critical to your progressing in to future role
 beneficial but non-critical to progressing in to future role
Activities can constitute any learning or development activity that will enable you to achieve your development ojectives e.g. formal training,
on-the-job training, work-shadowing another colleague etc.
Support/Resources describe what you need to help you achieve your development objectives. Typically this would involve support from your
manager, department or colleague to enable you to undertake a learning or development activity such as allowing you time away from your role
or funding from your department.
Target and Actual dates state when you intend to achieve your development objectives followed by the date you actually achieve them. Data
in these columns is particularly useful when you review your PDP as it will enable you to identify any factors that may have prevented you from
achieving your development objectives on the target date and build in contingencies to prevent this from occurring in the future.
Review date states when you will review progress on your Personal Development Plan. Assuming that you undergo the personal development
process annually, we recommend that you review your PDP every six months therefore enabling you to:
 Assess your progress
 Reflect on your learning
 Identify whether your development objectives need to be amended
 Identify factors that may have prevented you from achieving your development objectives
 Build in contingencies to enable you (where possible) to meet your agreed target date in the future

9/10/2017
Why should you set goals?
Here are just a few good reasons to set yourself
goals:
To establish the direction that you need to take.
Provide you with time to reflect on your role and
the areas in which you want to develop.
Motivation is key to achieving goals. Individuals
and teams find goals are motivating as they
provide direction and a way of measuring success.
Allow you to take control and be proactive rather
than be reactive to events.

9/10/2017
How should you set goals?
Often goals can be very straightforward e.g. I must learn to use PowerPoint by the
end of the month as I have a presentation in three weeks. However, sometimes they
can be more involved and more thought needs to be taken to identify your goals.
When developing goals ask yourself:
What do I want to achieve?
How important is this goal to me?
What are the factors that will help me achieve my goal?
Who can help me achieve my goal?
What are the factors that may stop me achieving this goal?
What is the gap between where I am now in terms of my skills and knowledge, and
where I want to be?

9/10/2017
When thinking out your goals you can think of your situation in terms of
a SWOT analysis, i.e.
Strengths – what are you good at? In what areas do you make most
contribution? What comments and feedback have you received that gives you
an indication of how others see your strengths.
Weaknesses – what areas do you feel you need to develop? Have you received
any feedback or comments that may suggest that there are development needs
in some areas? What aspects of your work do you find relatively easy to
undertake and what areas are more difficult to complete? Think out what are the
areas you should develop and consider how you can reduce or manage them so
that they don’t hinder your ability to achieve your goals.
Opportunities – what is your potential? Are their opportunities that may arise in
the University that you could apply for if you had more skills and knowledge in
your area?
Threats – is there a great deal of change happening in your area of work that
may lead to a change in your role and do you feel you need to develop your
skills to ensue that you are able to continue to undertake you’re role effectively.

9/10/2017
SPECIFIC The goal must state exactly what you need
to achieve.
MEASURABLE You need to know when you have
succeeded. Therefore outline as precisely
as possible what skills and knowledge you
will have acquired have when you have
achieved your goal.
ACHIEVABLE The goal should be achievable and within
your capacity and constraints. You should
not set yourself goals that are impossible
or unrealistic to achieve.
RELEVANT Think to yourself, are these the right
goals? Will they help you get to where you
want to be?
TIME RELATED Realistically consider how much time do
you need to achieve your goal? Some goals
can be achieved in the short-term, some
may take a long time to achieve. Setting
time related goals will be helpful in
organising your time effectively and
breaking down the goal to smaller
elements. With long term goals milestones
are extremely important to keep you
motivated to achieve your longer term
goal.
Goals and actions must be SMART:

9/10/2017
How should you set goals?
In order to put yourself on course to achieve your goals you need
to take action. Ask yourself the following:
What additional knowledge do you need?
What experience do you need?

9/10/2017
Attending a course The University and the School of Lifelong
Learning have a wide range of courses for
staff.
Gaining a qualification Gaining a qualification can be an excellent
way to develop in-deapth knowledge of a
topic. The University sometimes offers
support to staff to follow qualifications that
are relevant to their post.
Coaching and Mentoring You could also find a mentor or coach to help
you. A mentor tends to be a more senior or
more experienced in a certain field mentoring
another with less experience, where as
coaching can be two members of staff in
which one assists another to examine and find
solution to a problem.
Shadowing and delegation You can get more experience by undertaking a
project to expand or attending meetings etc to
expand your skills.
Performance Review The review process is a good way of receiving
constructive feedback and working with your
line manager to identify development aims and
actions to be taken to improve your
knowledge, skills and confidence in your work.
Listed below is a brief selection:

9/10/2017
Evaluating your Success
The learning process is a cyclical process in which you need to identify your
development goal, initiate the action(s) that you need to reach your goal and then
periodically you have to evaluate your progress. Taking time to evaluate and reflect
your progress is essential to enable you to make necessary changes to your plan.
When evaluating your progress you need to ask yourself:
•What have I learnt?
•What more do I need to do to achieve my goals?
•Is my progress too slow or ahead of schedule?
•Do I need any assistance to achieve my goal?
•What’s hindering my progress?
•Do I need to change my plan?
•What additional benefits am I gaining from the process?

Content
• What are Transferable Skills?
• Examples of Transferable Skills
• Why do employers look for them?
• Transferable Skill Cycle
• Highlighting your transferable skills
• Importance of analysing your Skills

What are Transferable Skills?
• Transferable skills are the skills you acquire
during any activity in your life, that can be
applied at a later stage in new situations i.e
they can be transferred.
• You can acquire these skills through all sorts
of activities e.g employment, projects,
voluntary work, hobbies, sports.

Examples of Transferable Skills
Willingness to Learn
Commitment
Dependability/Reliability
Team-work
Communication Skills
Co-operation
Drive/Energy
Self Management
Desire to Achieve/
Motivation
Problem Solving Ability
Analytical Ability
Flexibility/Adaptability
Taking Initiative
Summarising Key Issues
Logical Thinking
Numeracy
Coping with Deadlines
Time Management
Research Skills

Why do employers look for them?
• With your Transferable Skills, employers see you as a
very valuable source of skilled labour.
• Once you have acquired a skill, they know you have
the capacity to transfer it into their organisation and to
develop it further i.e. Skill Progression.
• In your CV and at Interview, employers look for
concrete evidence that you have the skills they are
looking for i.e. Skill Match

Transferable Skill Cycle
SKILL ACQUISITION
Acquired via sports,
employment, projects,
voluntary work, hobbies
SKILL TRANSFER
Skills acquired in any
situation applied to
new situation
SKILL PROGRESSION
Skills can be developed &
improved in new situation
SKILL MATCH
Employer looks for
concrete evidence in
CV and at Interview

Skill Progression
Ability to work in teams in
different situations to reach
team goals & objectives.
Skill developed
Team-work Skills
Concrete Example
Design Team – 6 members,
deadlines, co-operation,
weekly progress meetings.
Acquired
through Sports
Rugby or Basketball
Skill transferred to
new situation:
UCC Course
Skill Transferred to
new situation:
Placement employer
Concrete Example
U18, weekly team training,
pulled together to achieve
goals. Overcame obstacles.
Concrete Example
Group project – Team of 4,
deadlines, agreeing tasks based
on our strengths and abilities,
Insight into team dynamics.

Highlighting your Transferable Skills
• Transferable skills must be highlighted on your CV
and be the focus of discussion at interview.
• Be aware of your own Transferable Skills.
• Research the company and job description.
• What key job skills are they looking for?
• Where did I develop these skills in the past?
• At interview, show you have these skills by giving
concrete examples.
• Employer sees a Skill Match between what they
want and what you have to offer.

Importance of analysing your Skills
• You may not be aware of it, but, as you progress through college
and through life generally, you are acquiring a number of these job
skills.
• During Placement you will have the chance to transfer and apply
these skills in a new situation in the workplace.
Ability to meet deadlines Writing Skills (Reports)
Willingness to learn Team-work Skills
Analytical Ability Research Skills
Problem-solving Motivation to achieve

Work Placement:
• Transfer of existing skills into industry.
• Work with qualified people in your field.
• Work on challenging projects, allowing you to develop
existing skills and acquire new skills.
• Reflect on and record these skills in your Log Book. This will
allow you to draw on them later as part of your graduate job
search strategy.
S Situation
T Task
A Action
R Results

Situation: Secured my placement with X Company, working
as a Junior…..
Task: Assigned to work on the start-up and maintenance of
the …….and assist Department Manager to achieve
departmental targets and standards.
Action: Was responsible for…..from start through to finish
Carried out tests and recorded results….
Implemented new system……

Identifying Your Skills
A Critical Step on
Your Path to Employment

SKILLS
One of the top
3employer
expectations

5 Commonly Sought After Skills

How
many
skills
does the
average
adult
have?

Three Types of Skills
Personal
Skills
Transferable
Skills
Job Specific
Skills

___ Able to coordinate
___ Able to lead
___ Accept supervision
___ Adaptable
___ Ambitious
___ Artistic
___ Broad-minded
___ Businesslike
___ Calm
___ Capable
___ Caring
___ Cautious
___ Cheerful
___ Communicator
___ Confident
___ Conscientious
___ Considerate
___ Creative
___ Decisive
___ Dependable
___ Determined
___ Direct
___ Discreet
___ Eager
___ Eclectic (Jack of all Trades)
___ Efficient
___ Enterprising
___ Enthusiastic
___ Firm
___ Flexible
___ Formal
___ Friendly
___ Generous
___ Get things done on time
___ Get along (work) w/others
___ Good natured
___ Hard worker
___ Helpful
___ Honest
___ Humble
___ Imaginative
___ Independent
___ Intelligent
___ Intuitive
___ Listener
___ Logical
___ Loyal
___ Mature
___ Motivated
___ Open minded
___ Optimistic
___ Organized
___ Original
___ Outgoing
___ Patient
___ Persistent
___ Polite
___ Practical
___ Precise
___ Problem solver
___ Productive
___ Punctual
___ Quick
___ Realistic
___ Reliable
___ Resourceful
___ Responsible
___ Risk Taker
___ Self-confident
___ Sensible
___ Sincere
___ Spontaneous
___ Steady
___ Sympathetic
___ Tactful
___ Teachable
___ Thorough
___ Thoughtful
___ Tolerant
___ Trustworthy
___ Understanding
___ Verbal
___ Warm
___ Witty (good sense of humor)
Personal Skills

___ Able to lead
___ Adaptable
___ Ambitious
___ Artistic
___ Broad-minded
___ Businesslike
___ Calm
___ Capable
___ Caring
___ Cautious
___ Cheerful
___ Communicator
___ Confident
___ Conscientious
___ Considerate
___ Creative
___ Decisive
___ Dependable
___ Determined
___ Direct
___ Discreet
___ Eager
___ Efficient
___ Enterprising
___ Enthusiastic
___ Firm
___ Flexible
___ Formal
___ Friendly
___ Generous
___ Good natured
___ Hard worker
___ Helpful
___ Honest
___ Humble
___ Imaginative
___ Independent
___ Intelligent
___ Intuitive
___ Listener
___ Logical
___ Loyal
___ Mature
___ Motivated
___ Open minded
___ Optimistic
___ Organized
___ Original
___ Outgoing
___ Patient
___ Persistent
___ Polite
___ Practical
___ Precise
___ Problem solver
___ Productive
___ Punctual
___ Quick
___ Realistic
___ Reliable
___ Resourceful
___ Responsible
___ Risk Taker
___ Self-confident
___ Sensible
___ Sincere
___ Spontaneous
___ Steady
___ Sympathetic
___ Tactful
___ Teachable
___ Thorough
___ Thoughtful
___ Tolerant
___ Trustworthy
___ Understanding
___ Verbal
___ Warm
Personal Skills
Put a Check  next to each skill you have










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___ Able to lead
___ Adaptable
___ Ambitious
___ Artistic
___ Broad-minded
___ Businesslike
___ Calm
___ Capable
___ Caring
___ Cautious
___ Cheerful
___ Communicator
___ Confident
___ Conscientious
___ Considerate
___ Creative
___ Decisive
___ Dependable
___ Determined
___ Direct
___ Discreet
___ Eager
___ Efficient
___ Enterprising
___ Enthusiastic
___ Firm
___ Flexible
___ Formal
___ Friendly
___ Generous
___ Good natured
___ Hard worker
___ Helpful
___ Honest
___ Humble
___ Imaginative
___ Independent
___ Intelligent
___ Intuitive
___ Listener
___ Logical
___ Loyal
___ Mature
___ Motivated
___ Open minded
___ Optimistic
___ Organized
___ Original
___ Outgoing
___ Patient
___ Persistent
___ Polite
___ Practical
___ Precise
___ Problem solver
___ Productive
___ Punctual
___ Quick
___ Realistic
___ Reliable
___ Resourceful
___ Responsible
___ Risk Taker
___ Self-confident
___ Sensible
___ Sincere
___ Spontaneous
___ Steady
___ Sympathetic
___ Tactful
___ Teachable
___ Thorough
___ Thoughtful
___ Tolerant
___ Trustworthy
___ Understanding
___ Verbal
___ Warm
Personal Skills
Put a second Check   next to each skill you can use on a job
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___ Able to lead
___ Adaptable
___ Ambitious
___ Artistic
___ Broad-minded
___ Businesslike
___ Calm
___ Capable
___ Caring
___ Cautious
___ Cheerful
___ Communicator
___ Confident
___ Conscientious
___ Considerate
___ Creative
___ Decisive
___ Dependable
___ Determined
___ Direct
___ Discreet
___ Eager
___ Efficient
___ Enterprising
___ Enthusiastic
___ Firm
___ Flexible
___ Formal
___ Friendly
___ Generous
___ Good natured
___ Hard worker
___ Helpful
___ Honest
___ Humble
___ Imaginative
___ Independent
___ Intelligent
___ Intuitive
___ Listener
___ Logical
___ Loyal
___ Mature
___ Motivated
___ Open minded
___ Optimistic
___ Organized
___ Original
___ Outgoing
___ Patient
___ Persistent
___ Polite
___ Practical
___ Precise
___ Problem solver
___ Productive
___ Punctual
___ Quick
___ Realistic
___ Reliable
___ Resourceful
___ Responsible
___ Risk Taker
___ Self-confident
___ Sensible
___ Sincere
___ Spontaneous
___ Steady
___ Sympathetic
___ Tactful
___ Teachable
___ Thorough
___ Thoughtful
___ Tolerant
___ Trustworthy
___ Understanding
___ Verbal
___ Warm
Personal Skills
Circle each skill you can think of a example for
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___ Able to lead
___ Adaptable
___ Ambitious
___ Artistic
___ Broad-minded
___ Businesslike
___ Calm
___ Capable
___ Caring
___ Cautious
___ Cheerful
___ Communicator
___ Confident
___ Conscientious
___ Considerate
___ Creative
___ Decisive
___ Dependable
___ Determined
___ Direct
___ Discreet
___ Eager
___ Efficient
___ Enterprising
___ Enthusiastic
___ Firm
___ Flexible
___ Formal
___ Friendly
___ Generous
___ Good natured
___ Hard worker
___ Helpful
___ Honest
___ Humble
___ Imaginative
___ Independent
___ Intelligent
___ Intuitive
___ Listener
___ Logical
___ Loyal
___ Mature
___ Motivated
___ Open minded
___ Optimistic
___ Organized
___ Original
___ Outgoing
___ Patient
___ Persistent
___ Polite
___ Practical
___ Precise
___ Problem solver
___ Productive
___ Punctual
___ Quick
___ Realistic
___ Reliable
___ Resourceful
___ Responsible
___ Risk Taker
___ Self-confident
___ Sensible
___ Sincere
___ Spontaneous
___ Steady
___ Sympathetic
___ Tactful
___ Teachable
___ Thorough
___ Thoughtful
___ Tolerant
___ Trustworthy
___ Understanding
___ Verbal
___ Warm
Personal Skills
Narrow it down to your top 10
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6 Ways to Prove Your Skills
1) Use Numbers
2) Terms
3) Tell Specifics

6 Ways to Prove Your Skills
4) Show Results
5) Use The Past Tense
6) Speak in First
Person

Job Specific Skills
The skills you need to know
to do a specific task or job.

Job
Specific
Skills
Learned Through:
–Education &
training
–Reading &
studying
–Working with
& observing
others

Job Specific Skills
Skills working with
Things.

Job Specific Skills
Skills working with People.

Job Specific Skills
Skills working with Ideas &
Information.

Transferable Skills
Universal skills
you can carry
with you from
one company or
job to another.

Transferable Skills
• Skills related to working
with:
–People
–Things
–Ideas and Information

What are your
transferable skills?

Take your “CAR” to the
interview.
Context Action Result

Verbal & Nonverbal Communication

Nonverbal Communication
 Nonverbal communication is Culture bound
 However, certain universals exist (e.g. smile)
 Effective communication is the combined
harmony of verbal and nonverbal actions.

Types of Communication
Vocal Com. Nonvocal
Com.
Verbal Com. Spoken words Written Words
Nonverbal
Com.
Tone of voice,
sighs,
screams, vocal
qualities,
(loudness) etc
Gestures,
movement,
appearance,
facial
expression etc

Verbal vs Nonverbal
Verbal Nonverbal

Challenges to Communicating Across
Cultures
Communication is a combination of what is said, the
way in which it is said and our body language.
Challenges can be categorized as:
speaking accent
topics of conversation
slang/jargon

Challenges (cont’d)
Formal/informal language
Tone
Gestures/ Posture
Physical space and contact
Communication Style
Dress and appearance
Gender

The high-context communication style
is associated with a nonverbal, implicit, high-context style of
communication, which predominates in non-Western, collectivist
countries. It does not focus on just the immediate issues, but puts a
particular focus on long-term and emotional aspects of the relationship
between the parties and is preoccupied with considerations of
symbolism, status, and face; It also draws on highly developed
communication strategies for evading confrontation."
Raymond Cohen (paraphrased)
The meaning is not in the words, but in the greater context.
“That’s just great.” (when its not) – “That would be difficult.”

The low-context communication style
is infused with the can-do, problem-solving spirit, assumes a process of
give-and-take, and is strongly influenced by Anglo-Saxon legal habits.
When negotiation experts suggest a model of negotiation (usually
involving such features as the "joint search for a solution," "isolating
the people from the problem," and the "maximization of joint gains"),
they are proposing a version of the low-context, problem-solving
model. Rational thought is at the base of this model; people are part of
the problem, not the solution; each problem can be solved discretely;
goals are defined in terms of material, not psychic, satisfactions.
Raymond Cohen
(paraphrased)
The words convey the meaning

Conflicts
A High Context Perspective
Non-Western negotiators tend to be surprised by their negotiation
partner’s ignorance of history, preoccupation with individual rights,
obsession with the immediate problem while neglecting the overall
relationship, excessive bluntness, impatience, disinterest in
establishing a philosophical basis for agreement, extraordinary
willingness to make soft concessions, constant generation of new
proposals, and inability to leave a problem pending. They are
frustrated by their American partner's occasional obtuseness and
insensitivity; tendency to see things and present alternatives in black-
or-white, either-or-terms; appetite for crisis; habit of springing
unpleasant surprises; intimidating readiness for confrontation;
tendency to bypass established channels of authority; inability to take
no for an answer; and obsession with tidying up loose ends and
putting everything down on paper.
Raymond Cohen

Conflicts
A Low Context Perspective
American negotiators tend to be surprised by their
negotiation partner’s preoccupation with history and
hierarchy, preference for principle over nitty-gritty detail,
personalized and repetitive style of argument, lack of
enthusiasm for explicit and formal agreement, and
willingness to sacrifice substance to form. They are
frustrated by their partners' reluctance to put their cards
on the table, intransigent bargaining, evasiveness,
dilatoriness, and readiness to walk away from the table
without agreement.
Raymond Cohen
Negotiating Across Cultures

Low Context Communication Styles
 Lang primarily used to express thoughts,
feelings, and ideas as clearly/logically as
possible
 Majority of info carried in explicit verbal
messages (less focus on the situational context)
 Self-expression valued
 Opinions/desires expressed direcetly

High Context Communication Styles
 Value lang as a way to maintain social harmony
 Important information carried in contextual cues
(time, place, relationship, situation)
 Less reliance on explicit verbal messages
 Relational harmony valued and maintained by
indirect expression of options
 Communicators talk “around” the point
 Ambiguity and use of silence admired

Differences btw Verbal & Nonverbal
Communication
 Single vs Multiple Channels
 Discrete vs Continuous
 Conscious vs Unconscious
 Clear vs Ambiguous

Single Vs Multiple Channels
In Verbal Com. emphasis on orderly and
sequential (one word after the other)
In Nonverbal Com. messages bombard us
simultaneously from a multitude of channels
(facial expressions, posture, gesture, clothing,
proxemics etc)

Discrete vs Continuous
 Verbal messages usually have clear beginnings
and endings
 Nonverbal com. provides a constant flow of
messages (continuous and never ending)
 Remember that “Nothing never happens” (even
an unanswered call or email is a message)

Conscious vs Unconscious
 In Verbal Com. Usually think about what we
want to say before speaking
 Most nonverbal messages aren’t deliberate
(that’s why it offers so many cues as how one is
feeling)

Clear vs Ambiguous
 Verbal com can be confusing
 Nonverbal even more vague

Illustrators & Regulators
 Body Movement indicates attitude, conveys
feelings and serves as illustrators and
regulators
 Illustrators are nonverbal movements that
accompany and illustrate verbal
communication
 Regulators are nonverbal cues that monitor or
control the speaking of another individual

Indicators
 You say to the store attendant "I want that
one," and point to the dress in the display
window. You nod your head up and down to
indicate yes and shake it back and forth to
indicate no. In other words you imitate the
movement you are verbally describing.

Regulators
 While listening to a person you nod your head to
indicate that you understand and are in
agreement with the speaker. You look away or
yawn to indicate that you are bored or would like
for the speaker to stop talking. You frown or raise
your eyebrows to indicate to the speaker that you
either don't believe them or that you don't
understand.

16 ways
Japanese avoid saying “No”
1. Vague “no”
2. Vague and ambiguous “yes” or “no”
3. Silence
4. Counter question
5. Lateral responses
6. Exiting (leaving)
7. Lying (equivocation or making an excuse—
sickness, previous obligation, etc.)
8. Criticizing the question itself
9. Refusing the question
10. Conditional “no”
11. “Yes, but . . .”
12. Delaying answer (e.g., “We will write you a letter.”)
13. Internally “yes,” externally “no”
14. Internally “no,” externally “yes”
15. Apology
16. The equivalent of the English “no”—
primarily used in filling out forms, not in conversation

No – Maybe Game
Sample questions (make up your own):
What is your name?
Where do you live?
Where do you work or go to school?
Where did you get that shirt you are wearing?
Where did you go on your last vacation?
How much money do you have saved?
Do you like to eat Chinese food?
- make up other questions
To evade a direct answer to any question
that you are asked.

No – Maybe Game
Possible answers / ways of saying "no" without saying
"no.“
- vague and ambiguous answer
- ask a question back rather than answering their question
- say something that is not on point
- criticize the question
- active listen, paraphrase, or summarize the question
- make the "no" conditional
- saying "yes, but ..."
- delaying the answer
- making an apology
- silence
- tell a lie or make an excuse
- walking away
Examples.

Types of Nonverbal Communication
 Posture & Gestures
 Face & Eyes
 Voice
 Touch
 Clothing
 Distance
 Time
 Territoriality
 Environment

Posture & Gestures
 Kinesics (study of body movement)
 Posture is a rich channel for conveying
nonverbal com.
Note: Posture echoes (mirroring of sb else’s
posture can have positive effects)

Face & Eyes (occulistics)
 Probably the most noticed parts of the body
 Meeting sb’s glance is not appreciated in all cultures (in
ours it means involvement)
 Ekman & Friesen have identified six basic emotions
that facial expressions reflect:
 Surprise
 Fear
 Anger
 Disgust
 Happiness
 Sadness
(possible combinations of these –affect blends)

Voice
 Paralanguage (nonverbal, vocal messages)
 E.g. Sarcasm (emphasis and tone of voice can change a
statement’s meaning)
 Research shows that listeners pay more attention to the
vocal messages than to the words that are spoken) and
vocal message carries more weight
 Voice communicates through:
 Speed
 Volume
 Pitch
 Number/length of pauses
 Disfluencies/exclamations (er, um, ah..)

Touch (haptics)
 Touch plays an important role
 Consider males and females

Clothing
 Besides protecting us from the elements, clothing is a means
of nonverbal com.
 We make assumptions about people based on clothing
 Messages it can convey:
 Economic status
 Educational level
 Social status
 Moral standards
 Athletic ability and other interests
 Belief system (political, philosophical, religious)
 Level of sophistication

Distance (proxemics)
 Distance zones (Edward hall)
 Intimate distance (begins with skin contact -18 inches)
people are emotionally close. Allowing people in this
zone is a sign of trust
 Personal distance (18 inch-4 feet). Most couples stand in
public
 Social distance (4-12 feet). Business situations. More
formal and impersonal situations
 Public distance (+ 12 feet)

Time (chronemics)
 How people use and structure time
 E.g. waiting can indicate status in a culture that
values time

Territoriality
 Personal space is the invisible bubble we carry
around us, but territory is a fixed space (desk,
room, neighborhood, country) in which we
assume some kind of rights in our country.
 (e.g. boss has larger desk and office; univ profs
have offices ss don’t…shows status)

Environment
 The physical environment people create can
both reflect and shape interaction
 E.g. our home’s style can communicate things
about us
 E.g. furniture in fast food restaurants designed
to be uncomfortable

Exercise: Look at these physical actions. Are they
acceptable in your national culture?
Smoking Scratching your head
Touching sb on the arm as you speak to
them
Crossing your arms
Looking sb straight in the eyes for 5’’ or
more
Putting your feet on the table
Sitting with your legs wide apart Not looking at sb when you speak to
them
Adjusting your clothing: tie, bra, trouser
belt
Yawning
Moving close to sb Whispering to a colleague
Standing with hands on hips Nodding your head emphatically
Laughing loudly Blowing your nose

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