Skills Audits

For: ZAA102, ZAA107, ZAP103 and ZAP104.
The following skills audits were constructed under Essential Skills, Study Skills and Professional Competency.

For many skills I marked my personal skill as 3 (developing now), I would expect this from someone my age who has just completed high school and is now learning most of these skills from University studying. However, in any technology related skills I marked myself as 4 or 5 which meant either well developed or very well developed. These skill scores do not surprise me personally as I have grown up as a child using computers and computer applications such as Excell or PowerPoint.

Towards the end of this course, I hope to be able to have a score of 5 (very well developed) for every category and question, especially those that are communication-based.

See below my personal skills.

SKILLS AUDIT 1: ESSENTIAL SKILLS

The first skills audit covers essential skills that we all need to live in today’s world. They are also skills that are needed for our learning journey:

Essential Skills Typical Applications SELF ASSESSMENT

1 = not yet developed, 2 = somewhat developed, 3 = developing now, 4 = well developed, 5 = very well developed

 

Reading

 

Understanding materials written in sentences or paragraphs (e.g. letters, manuals).

• Scan for information or overall meaning

• Read to understand, learn, critique or evaluate

• Analyse and synthesise information from multiple sources or from complex and lengthy texts

 

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

 

Document use

Finding, understanding or entering information (e.g. text, symbols, numbers) in various types of documents, such as tables or forms.

• Read signs, labels or lists

• Understand information on graphs or charts

• Enter information in forms

• Create or read schematic drawings

 

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

 

Numeracy 

 

Using numbers and thinking in quantitative terms to complete tasks.

• Make calculations

• Take measurements

• Perform scheduling, budgeting or accounting activities

• Analyse data

• Make estimations

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Writing

 

Communicating by arranging words, numbers and symbols on paper or a computer screen.

• Write to organise or record information

• Write to inform or persuade

• Write to request information or justify a request

• Write an analysis or a comparison

 

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Oral communication

 

Using speech to exchange thoughts and information.

• Provide or obtain information

• Greet, reassure or persuade people

• Resolve conflicts

• Lead discussions

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Working with others

 

Interacting with others to complete tasks.

• Work independently, alongside others

• Work jointly with a partner

• Work as a member of a team

• Participate in supervisory or leadership activities

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

 

Thinking

 

Finding and evaluating information to make rational decisions or to organize work.

·         Identify and resolve problems

•  Make decisions

• Find information

• Plan and organise job tasks

• Use critical thinking

• Use memory

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Computer use

 

Using computers and other forms of technology.

• Use different forms of technology, such as cash registers or fax machines

• Use word processing software

• Send and receive emails

• Create and modify spreadsheets

• Navigate the Internet

 

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Continuous learning

 

Participating in an ongoing process of improving skills and knowledge.

• Learn on the job

• Learn through formal training

• Learn through self-study

• Understand your own learning style

• Know where to find learning resources

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Sourced from:
Government of Canada 2017, ‘What are essential skills?’ 


SKILLS AUDIT 2: STUDY SKILLS

The second skills audit covers skills that we need for our learning journey. Think ‘outside the box’ – you may already have acquired some skills in these areas that are transferable from other areas of your life.

Study Skills SELF ASSESSMENT

1 = not yet developed, 2 = somewhat developed, 3 = developing now, 4 = well developed, 5 = very well developed

 

Researching

·       Finding information (eg listening to lectures, reading modules, library searches, finding data)

·       Reading, interpreting, and understanding material

·       Making and organising study notes

·       Finding and noting references

 

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Critical Thinking

·       Deciding which material is relevant

·       Evaluating the quality of material sources

·       Developing memory strategies

·       Developing strong lines of reasoning based on sound evidence

·       Interpreting material, data and theories

·       Synthesising: that is, drawing on diverse knowledge and skills to create new ways of looking at an issue or to find new solutions to a problem

 

1     2     3     4     5

1     2     3     4     5

1     2     3        5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Writing

·       Using words and data accurately and succinctly and keeping to word limits

·       Organising ideas and using a clear line of reasoning

·       Structuring and writing different forms of assessment, such as essays, reports or case studies

·       Citing and referencing sources correctly

·       Using the style, format and conventions used in specific subjects

 

1     2     3     4     5

1     2     3     4     5

1     2        4     5

1     2     3     4     5

1     2     3     4     5

Information Technology

·       Using a computer

·       Creating PowerPoints

·       Working in Excel

·       Receiving and sending emails (and attachments)

·       Working through the MyLO program

·       Working in WordPress (ePortfolio platform)

 

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

 

Studying with Others

·       Taking an active part without dominating or letting others take over

·       Contributing constructively in class, in seminars, and during online discussions

·       Giving and receiving constructive peer feedback

·       Leading or facilitating group work, and working with others as a team

·       Making presentations to a group, or as part of a group

·       Supporting and helping others but without collusion

 

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Navigating University Processes

·       Learning who the personnel are; that is, who to contact and how about what

·        Accessing your admission and enrolment details

·       Ensuring your details (name, address, phone number etc.) are up-to-date

·       Managing time (lectures, tutorials, study etc.)

·       Accessing help (hint: look at Part 4: Help Resources in your Student Learning Plan)

 

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

 

Adapted from:
Cottrell, S 2013, The study skills handbook 4th edn, PalgraveMacmillan, Houndsmill, pp. 39-40.


SKILLS AUDIT 3: PROFESSIONAL COMPETENCIES

The third skills audit covers professional competencies. A competency is the ability to do something successfully or efficiently. The main purpose of this activity is to help you determine what general competencies you currently have, and what you may need to work on. You then can map a plan or draft a timeline around any of the competencies that you feel you need to develop further for a job in this field.

 

Professional Competencies SELF ASSESSMENT

1 = not yet developed, 2 = somewhat developed, 3 = developing now, 4 = well developed, 5 = very well developed

 

Personal

·       Pays attention to detail: is thorough and conscientious with the particulars

·       Makes sound, well-informed and objective decisions, and thinks before acting but commits to action

·       Organises workloads and priorities, understands what resources are needed and plans and creates strategies accordingly, and monitors and evaluates goals

·        Identifies problems, works out what information is relevant and accurate, analyses information and then makes recommendations based on sound judgement

·        Considers the audience when communicating, is clear and convincing, listens, pays attention to non-verbal cues and responds in the appropriate manner

 

 

 1       2       3       4       5

 1       2       3       4       5

1       2       3            5

 1       2       3       4       5

1       2       3       4       5

 

 

 

Professional Competencies

SELF ASSESSMENT

1 = not yet developed, 2 = somewhat developed, 3 = developing now, 4 = well developed, 5 = very well developed

 

Interpersonal

·        Is understanding, courteous, tactful, empathetic, and friendly

·        Facilitates collaboration, trust, team commitment and spirit

·        Can manage difficult conversations as well as being sensitive to individual differences

·        Guides others to accept suggestions and recommendations, and/or change their own behaviour, and negotiates to find solutions that suit all involved

·        Considers the impact of decisions on others

·        Works with people outside the organisation (clients, etc.) to understand their needs and provide information, respond to feedback, resolve issues, and provide quality products and services

 

1       2       3       4       5

1       2       3       4       5

1       2       3       4       5

1       2       3       4       5

1       2       3       4       5

1       2       3       4       5

Adapted from:
HR University 2017, ‘Human resources management competency model – competencies for training and development’


 

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