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     4     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     3     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 4^th 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       4       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’

---

 

Module 2 – ZAP102 – Term 1

This module was based on skills and attributes that I have and can bring to the workplace. I thought it was really interesting and it has allowed me to see what skills I currently have and what skills I need to work on.

The first activity was to choose attributes from A Practical Guide to Work Integrated Learning. 

The 5 Attributes that I need to work on:

Commitment to Quality: I find myself rushing tasks/jobs to get it over and done with either due to boredom or not caring. I plan on working on this by treating each job/task as if I am being marked on it. I find this will help me complete it with much better quality.

Confidentiality: it depends on each situation with confidentiality, I will never tell anyone the safe code at my job however if I find an employee is struggling I will tell another senior so that they know and can look out for this particular employee. The issue with this is that I have 1) assumed there is an issue and 2) told someone higher about this supposed issue of this person without their consent. I need to work on this by being honest and approaching the employee myself and taking them aside and asking if everything is ok, seeing the problem and creating a solution.

Social Inclusion: outside of work there is a big group of employees that regularly catch up and I personally organise a lot of these catch ups. The main reason a lot of us get together is because we either go to or have been to the same schools and we are in the same age group compared to the older employees and the younger ones who are still in high school. And due to social media and a lot of sharing that goes on of our ‘catch ups’ a lot of other employees feel left out. I am going to work on including everyone or as many people as possible. I understand how it may come across and in no way has it ever been to not include people it just so happens it is this same group of people because of the circumstances.

Professional Knowledge: I am hoping this Associate Degree course will allow me to grow more professional knowledge specifically within the workplace. I am very used to a high school setting and a casual job. However, I would enjoy working on this skill.

Collegiality: I have gained more friendships in the workplace with people my age and I would particularly enjoy gaining more positive relationships with everyone no matter their age. I believe the workplace would be a happier place for me personally if I made an effort to create positive relationships with everyone. This can also relate to social inclusion by inviting these new relationships along to these out of work activities.

---

The next part of this module was, then identifying more skills and attributes that we need to work.

I identified the following 5 attributes, coaching and decision making (leadership) distinguishing between fact and fiction (problem-solving), maintaining a positive outlook (teamwork) and maintaining a positive attitude (interpersonal).

Leadership: I need to learn more to coach rather than boss and allow the people I help I teach to learn rather than take over. I also need to be more prepared to undergo independent decision making and trusting my choice.

Problem Solving: having to distinguish between fact and fiction. I often get caught up in stories or facts and build an emotional bond, blocking out the other factor. I need to make a better compromise in distinguishing the differences.

Interpersonal: maintaining a positive attitude. I need to stay as positive as I can in situations, especially stressful situations. My emotion and attitude become infectious to others and I need to be more aware of that.

---

The next part of the module allowed us to create a values inventory. The following 5 (not in order) are what I believe I demonstrate and why:

I got the following values from this PDF file

Balance: I try to live a balanced life, I prioritise different activities such as family, work and school and I try to create a suitable balance to my life.
Commitment: I believe I am very committed in different ways. I am always there for my family and friends and I make an effort for school, work and job tasks.
Responsibility: Being the oldest of 3 siblings, I’ve naturally taken on the responsibility role in family and friendship life. As I’ve grown older I am not afraid to admit when I have done wrong.
Respect: I respect anyone I meet, I believe everyone deserves a second chance. I respect people’s gender, race, sexuality, religion, beliefs and lifestyles. I understand not everyone is like me but regardless I show them the respect they deserve.
Humour: My friends and family would say I’m humorous and at times the joker, sometimes laughter is the best medicine.

The next part was to choose 10 values that we would like to be remembered by and why (in no order).

Communication: I want people to remember me as someone who could communicate effectively and was not shy to talk or speak up.
Success: I want to be remembered as someone who was successful, and that doesn’t mean being rich. It means to me, having jobs that I loved, a family that I loved, hobbies that I enjoyed. An overall balance.
Creativity: I want people to remember me as someone who was innovative and creative. Not afraid of judgement.
Family: I want people to remember me as someone who loved their family and had a special bond with them.
Uniqueness: Someone who wasn’t a plain jane, who was comfortable to wear whatever I wanted to or do whatever I felt like.
Fun: Someone who encouraged fun and had overall fun in life.
Challenge: Someone who was always up for a challenge, I believe it makes life exciting when you’re challenging yourself.
Love: Someone who loved everyone and everyone loved back. Offered to anyone accepting it.
Equality: I want to be remembered as the person who did not care about your gender, race, sexuality, religion, beliefs and lifestyle choices. But someone who believed everyone is the same: human.
Passion: Someone who had a passion for life and everything in it. Someone who spoke with passion.

These are all important to me as they are the person I am and want to be. I want people to look back on me with a smile and not a frown. It was, however, hard to choose from the full list.

The next part states that we have to then choose 10 attributes that best describe us, then describe how it could be a weakness or strength in work or school.  

Focused: Strength for school, however, a weakness at work as I can be too focused and miss out a lot of tasks or activities.
Committed: A strength for both work and school – I won’t give up.
Open-Minded: A strength for both work and school – Any customer I face or for any school assessment I am given.
Engaging: A strength for both work and school – Keeping engaged in tasks and activities.
Assertive: A strength for both work and school – Being direct but not offensive, helps with customer dealings and in classroom discussions.
Practical: A strength for both work and school
Punctual: A strength for both work and school – Always on time for arrival or meeting deadlines and due dates.
Adaptive: A strength for both work and school – Can quickly adapt to new information from both school and work
Productive: A strength for both work and school – Being able to meet targets/goals quickly from working hard.
Resourceful: A strength for both work and school – Get information quickly and be able to use it.

The next part of the module states that we choose 10 attributes from the table provided of what we believe are the best for the workplace. Why they are important and if we have them and if we do not what will we do to achieve them.

Accountability: It is important as it is the ability to know when to admit if you are right or wrong – I believe I have this attribute, I am not afraid to admit when I am wrong or right as it is all learning.
Respect for others: Having the ability to respect others in the workplace is an important attribute as it accounts for a cooperative workplace – I believe I have this also to an extent, I judge too quickly and then once I get to know someone I build respect for them. I will work on this by judging less.
Build a team: The ability to build a team derives from having leadership skills and having the ability to be a leader. – I believe I am a good leader, however, I usually work better when I am leading with someone else for personal reassurance. I will work on this by believing in my abilities more and not questioning my skills.
Authenticity: Being able to be authentic comes with innovation and not ‘stealing’ or ‘copying’ other people’s ideas. – I also believe I have this to a certain extent, I do rely on others for assistance and help as a reassurance and similar to above, I will work on this by believing in my abilities and not questioning my skills.
Persistence: To keep going and never give up. – I believe I show this, once I start an activity or task I will not stop until it is completed.
Organisation Skills: This falls in line with time management and being a generally organised with deadlines and due dates. – I have this attribute, I have always been organised and have a general routine.
Problem Solving: Creating solutions to problems for the workforce. – I have this attribute in some way. I can identify a problem and create solutions, however, I am better working in a team.
Paying Attention: Knowing what is happening in the workplace and why it is important. – I do not have this skill entirely. I get bored easily and when I sit in meetings I do not always pay attention. However, I pay attention to what is around me and what products may have moved or been introduced.
Motivated: Always ready for work and excited, never getting bored and unmotivated. – I have this skill I believe, self-motivation is hard but once I have the motivation to get a task or activity complete I will not stop until it is done.

Overall this module was very interesting and it had me questioning the person I am and the person I want to be: in life, work and school.