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ASSESSING YOUR SKILLS
Welcome to Assessing Your Skills one of the series of Futures workbooks,
which help students choose and prepare for their careers. Like the other
workbooks in the series you can dip in and out doing the exercises which are
most relevant to you. You might want to include the exercises or the output
in your personal development plan or e-portfolio.
The aim of this workbook is to help you to clarify or identify your skills as a
first step toward choosing work that really suits you. It can also help you in
the preparation stage of compiling a CV, in preparation for job interviews and
for other occasions when you may want or need to analyse your skills.
Contents
WHAT SKILLS AND APTITUDES DO YOU HAVE?
3
SKILLS AUDIT
4
MULTIPLE INTELLIGENCE EXERCISES
10
EIGHT INTELLIGENCES.
17
WHAT SKILLS GRADUATE RECRUITERS WANT
23
PULLING IT ALL TOGETHER
32
When you have completed the exercises in this workbook, you are advised to
move on to the next one: Your Personality and Values. Completing all the
exercises in both workbooks will help you clarify or gain a broad view of
yourself.
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SECTION 1: FIRST THINGS FIRST
Later in this workbook you will be asked to complete some skill analysis
questionnaires, but the starting point for any skills audit is with you and
what you think.
What skills and aptitudes do you have?
So, what do you think are your main skills and aptitudes? Think about three
specific areas at this stage: academic; interest related; work related (if
applicable). What are you good at?
 Academic: related to education and training; subjects or areas you
feel are your strongest
 Interests: related to your interests away from education or paid work
 Work: related to any past or current work experience (if applicable).
Write in the spaces below, an example has been given for each.
Academic
e.g. Analysing data
published in journals
Interests
e.g. Organising events:
five a side football
matches
Work
e.g. Talking to
customers
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SECTION 2: SKILLS AUDIT
This next exercise takes the process of skill analysis a step further.
Below is a list of specific skills. There are two parts to the exercise:
1. First, look down the list of skills that follow and put a tick √ in the
boxes against up to 10 you feel are your strongest at this point in
time.
2. When you have done that go back over the same list and make up to
*
ten asterisks
next to skills you feel you want or need to develop or
learn in the future.
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(P) Teaching, coaching, mentoring or training others
(P) Organising people
(D) Examining, observing, surveying; having an eye for detail and
accuracy
(D) Managing money, budgeting
(D) Researching, gathering information
(I) Designing things or events
(P) Leading or directing others
(D) Analysing, sorting or sifting through information
(T) Keeping physically fit
(D) Organising or classifying data
(T) Using machine tools, e.g. power tools
(T) Handling things with precision and speed (can include racket
sports)
(T) Building, constructing, repairing things
(D) Diagnosing, looking for problems
(D) Making catalogues or lists e.g. compiling an inventory or list of
items
(D) Following instructions, diagrams, blueprints
(I) Improvising and adapting (for example, when things don’t go to
plan)
(I) Creating, innovating, seeing alternatives to situations
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(P) Motivating people
(D) Problem solving generally
(I) Developing other peoples ideas; helping them be more creative
(T) Hand-eye co-ordination, e.g. fast computer games; racket sports
(D) Reviewing, evaluating
(I) Working creatively with spaces, shapes or faces
(P) Performing in a group, on stage, in public etc. (can include
presentations)
(P) Giving credit to others, showing appreciation
(P) Listening to others
(I) Sizing up a situation or person quickly and accurately
(T) Manual dexterity (using your hands)
(D) Memorising numbers or other information
(T) Developing your physical strength & stamina
(P) Taking first moves in relationships, i.e. to talk to strangers
(T) Fixing, repairing things
(P) Helping others
(T) Assembling things (you learn quickly how to put material things
together)
(I) Drama, acting, role-playing
(P) Conveying warmth and caring
(P) Selling, negotiating, persuading
(I) Working creatively with colours
(P) Showing interest in other people
(T) Using hand tools to make, service or repair things
(I) Composing music
(D) Using a computer
(P) Helping other people to learn, change or develop
(I) Conveying feelings or ideas through art or graphics
(T) Finding out how mechanical or electrical things work
(I) Writing creatively or imaginatively
(T) Developing quick physical reactions, e.g. sport; driving etc
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(D) Manipulating numbers rapidly in mental arithmetic
(T) Developing muscular co-ordination or physical stamina
(I) Having insight, using intuition (e.g. you are good at guessing
accurately what others are thinking or feeling)
(P) Showing sensitivity to other people's feelings
(D) Reading for facts
(I) Reading for ideas
(T) Manoeuvring vehicle or other objects accurately in tight spaces
(I) Shaping things or materials to look good
Is there anything missing from the list above? If you feel anything specific
and important to you is missing from the above list, write it in the space
below. If not, continue the next stage of this exercise on the following page.
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CURRENT SKILLS
Now look again at the skills you ticked and list them in rank order of
importance or interest to you in the grid below. You will notice that each
of the skills you picked out had a letter, either D I T or P attached to them.
Make a note of the letter attached to each skill in the left hand box of the
grid below.
Letter
(DITP)
Skill Description
What do the letters DITP represent? See next page.
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DITP?
Data:
an interest in organisation, administration, information and being in
situations involving attention to these issues; can suggest an interest in
clerical and organisational activity.
Ideas:
an interest in creative activity and applying original ideas or solutions to
problems or situations; suggests an interest in using your own ideas in an
independent way.
Things:
an interest in practical and technical matters; an interest in working with
your hands, or involving solving technical problems.
People:
an interest in working with people in some sphere, but particularly in a
supportive, advisory or caring way.
YOUR SKILLS AUDIT RESULT
Some questions to ask:
 Do all your skills listed fall into one or two main groups, or is there a
reasonable spread across the four categories?
 Are any categories missing from your profile? If so, why?
 The first three or four ranked skills tend to be the most significant. Is
there a common thread or element between these?
 Most jobs combine more than one skill; can you think of any types of
work that combine the skills you have listed? If you can’t, then don’t
worry.
There are more exercises to do in this workbook and in Futures book
‘Your Personality and Values’ that might suggest an answer to this
question.
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FUTURE SKILLS
Now look again at the skills you picked out with an asterisk * List them in
the grid below in rank order of importance or interest to you to develop
in the future, along with action plan notes on why you want to learn the skill
in question, plus how and when you will do this.
Skills to learn or
develop in the future
1. eg research skills
Why you want to learn the
skill
How I intend to do this
When I
intend to
do this
For dissertation and future Get help from learning Dec 09
career
assistants in the library
2.
3.
4.
5.
6.
7.
8.
9.
10.
If you need advice about ways you might learn or develop these skills, visit the Careers
Service, you can contact them via www.leedsmet.ac.uk/careers, or look at Skills For
Learning http://skillsforlearning.leedsmet.ac.uk/
9/34
SECTION 3: MULTIPLE INTELLIGENCE SKILLS
In this section we take another step in the process to consider the idea of
multiple intelligence and skills.
Intelligence can be defined as the ability of a person to reason.
Intelligence and skill are two separate concepts, although clearly there is a
relationship between them. We tend to want to display and apply our
intelligence in tangible ways – often through developing and using skills.
Intelligence tests have traditionally been constructed around four main ability
areas:
1. Numerical
2. Linguistic
3. Spatial
4. Logical/reasoning (which draws largely from the other three areas)
However, Howard Gardner, Professor of Education, Harvard University, has
argued that we reason in a set of particular ways and that we can identify
eight different sets of intelligences.
Gardner’s ideas will be elaborated later, but first complete the questionnaire
that starts on the next page.
There are 80 questions. In most questions you will be asked to what extent
you agree with the statement presented to you, in terms of your own
experiences.
You can respond from 1 to 5 to each of them.
 1 is the lowest response, usually implying a negative reaction/no
experience/no interest
 5 is the highest response, usually implying a very positive
reaction/response or interest
Work fairly quickly through the questions and tick the response that is closest
to your feelings on the question or statement presented.
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Questions
1
2
3
4
5
code
N
As a child, to what extent did you have
a liking for music/music classes?
In school, to what extent did you enjoy
sports/gym classes more than other
classes?
As a child, to what extent did you easily
learn maths, such as addition,
multiplication, etc.?
As a child, to what extent did you often
build or make things out of available
material?
To what extent do you enjoy games
involving words, or the sounds of
words?
To what extent have you had
friendships that have lasted for a long
time?
To what extent do you have a clear
sense of who you are and want you
want out of life?
To what extent is it easy for you to
understand and care for animals?
M
To what extent can you play a musical
instrument?
M
K
L
S
W
P
I
K
L
S
W
P
I
N
M
As a teenager, to what extent did you
regularly play sports or engage in gym
activities?
In school, to what extent did you ever
have a particular interest in maths?
As a teenager or adult, to what extent
did you enjoy getting involved in art
and/or design?
To what extent have you ever written,
outside of school, a story, poetry or a
song?
To what extent are you good at solving
conflicts at work, home or elsewhere?
To what extent are you aware of your
feelings and able to control your
moods?
To what extent have you ever studied
wildlife in your own time, outside of
formal school or college study?
To what extent do you have a good
voice for singing, either alone or with
others?
11/34
Questions
1
2
3
4
5
code
L
To what extent are you good at things
that require hand/eye coordination, e.g.
juggling?
To what extent are you curious about
why or how things work?
S
To what extent can you design & make
the best use of space around you?
W
How effective are you at bargaining or
making a deal with people?
K
P
I
N
M
To what extent do you feel you easily
understand the feelings, wishes or
needs of others?
To what extent do you plan and work
hard towards personal goals (home or
work)?
To what extent are you good at
observing & learning about nature & the
natural world?
To what extent do you have music on to
aid work, study or relaxation?
P
To what extent are you good at doing
precision craft related work with your
hands?
To what extent are you good at
designing systems for dealing with work
related issues?
How easily can you work out how to put
together or assemble something, e.g.
self-assembly furniture?
To what extent when others disagree
are you easily able to say what you
think or feel?
To what extent do you enjoy working
with others in groups or teams?
I
To what extent do you know and
understand your own motivations?
N
To what extent are you interested in
natural or life sciences?
M
To what extent can you identify the
sound of different musical instruments?
K
L
S
W
K
L
To what extent do you remember best
what you have done (compared to seen
or heard?)
To what extent do you enjoy mental
tests or puzzles?
12/34
Questions
1
2
3
4
5
code
S
To what extent do you have a good
sense of direction?
W
To what extent do you learn best by
discussion with others?
P
To what extent for social life do you
generally prefer parties/group activity?
I
To what extent have you a sense of
your own strengths and weaknesses?
N
To what extent do you have a strong &
active interest in environmental issues?
M
To what extent can you remember
tunes or rhythm in music?
K
L
To what extent do you like to think
through problems while engaged in
physical pursuits, such as walking or
running?
To what extent do you like to
categorize, group or organise things?
W
To what extent do you find that films,
slides & videos are particularly
significant in helping you learn?
To what extent do you enjoy speaking
formally in public?
P
To what extent are you an easy person
to get to know?
S
I
N
M
K
To what extent do you get angry or
badly frustrated when you fail or things
go wrong for you?
To what extent would you enjoy
working in some form of
environment/nature related career?
To what extent can you easily identify
composers by just listening to the
music?
To what extent can you concentrate &
sit still for long periods?
S
To what extent are you interested in
science or solving science related
problems?
To what extent are you good at judging
spaces and distances between things?
W
To what extent are you good at
explaining things logically to others?
L
P
To what extent would you consider
yourself to be a person who easily takes
good advice from others?
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Questions
1
2
3
4
5
code
N
To what extent do you prefer to think
through your own problems, rather than
seek advice from others?
To what extent are you informed about
global environmental issues?
M
To what extent is music important in
your life?
K
To what extent do you prefer physical
leisure activity to non-physical?
I
W
To what extent do you take a
systematic, step-by-step approach to
solving problems?
To what extent are you creative in a
visual way, e.g. art/photography/design
etc?
To what extent are you a convincing
speaker?
P
To what extent do you consider yourself
to be a sociable person?
L
S
N
To what extent is thinking problems
out alone more important than talking
them out with others?
To what extent do you relax and unwind
outdoors?
M
To what extent do you discuss or listen
to music in the company of others?
K
To what extent do you enjoy physical
movement as a form of relaxation?
L
To what extent do you always look for a
logical explanation of things?
S
To what extent are you observant & see
things others do not notice?
W
To what extent are you good at verbally
explaining things to other people?
P
To what extent can you take the lead in
discussion with groups of people?
I
I
N
M
K
To what extent do you look for unique
or unusual ways to solve personal
problems or achieve personal goals?
To what extent can you identify the
differences between plants?
Do you have a strong liking for the
sound of certain instruments or
groups?
To what extent do you enjoy any form
of travel, even bus and train journeys?
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Questions
1
2
3
4
5
code
L
To what extent are you good at
budgeting with money?
S
To what extent can you visualize how
things look from different perspectives?
W
To what extent do you enjoy
expressing your ideas in writing?
I
To what extent can you make people
feel comfortable and at ease with you or
each other?
To what extent do you like to do things
by yourself?
N
To what extent are you concerned with
environmental issues?
P
Now you can begin scoring your responses. First, add up the total score
allocated to questions in each of the eight recurring code categories. The
maximum score possible for any of the eight categories is 50.
Write the total scores for each category in the spaces below.
M
K
L
S
W
P
I
N
Next, rank your scores, with the highest at the top, in the column below.
Code
Rank
1
2
3
4
5
6
7
8
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The eight intelligence areas identified by Gardner are:
Code
Type of Intelligence
W
Linguistic
L
Mathematical/Logical
S
Visual/Spatial
K
(Kinesthetic) Bodily/Physical
M
Musical
P
Interpersonal (Social)
I
Intrapersonal (Inner)
N
Environment/Nature related
Gardner has claimed that the eight intelligences rarely operate
independently; they combine and overlap. Most of us therefore have some
aptitude in all eight areas, although we tend to incline more, or are
interested in, at least one of them. In graduate work you may be required to
display intelligence in almost all of these ways; however over the next few
pages are descriptions of the eight which can help you decide which you want
to focus on throughout your career.
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THE EIGHT INTELLIGENCES:
Remember, most of us will have some aptitude or interest in some aspects of
all of these. But it is likely that you are particularly inclined to at least one
of these eight intelligences.
LINGUISTIC INTELLIGENCE:
The ability to use language in an advanced way.
You are likely to be tuned-in to the meanings, power, rhythms and influence
of words.
You are likely to be interested and proficient in one or more of:
 Learning languages
 Verbal arguments/debating
 Crosswords, word puzzles
 Letter/report writing
 Form filling
 Research
 Creative writing
 Giving clear explanations
 Giving instructions
 Essay writing
Careers:
There are very few careers that will not involve the use of words!
However, what we are emphasising here is an advanced application of this
skill in the work place.
Authors, actors, advertisers, journalists, poets and politicians are obvious
examples of people with linguistic intelligence and who have decided to apply
this skill in particular ways.
Other relevant careers include publishing, library & information services,
teaching, translating, sales, public relations and marketing.
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LOGICAL/MATHEMATICAL INTELLIGENCE
The ability to reason and calculate, to think things through in a logical,
systematic and quantifiable manner.
It also involves the ability to detect patterns and make connections between
different phenomena or activities and to understand relationships between
actions. It involves both inductive and deductive reasoning skills and a
critical-creative approach to problem solving.
You are likely to be interested in one or more of:
Budgeting
Accounts
Planning
Calculating
Strategy
Logic
Estimating quantities
Managing/planning time
Mathematics
 Statistics
 Computing









Careers:
These are the kinds of skills highly developed in economists, accountants and
all numerical related careers, members of the legal profession, plus
engineers, computer programmers and scientists.
ENVIRONMENTAL INTELLIGENCE
The ability to recognise and categorise flora and fauna
and other features or elements of the natural world.
You are likely to be significantly interested in one or more of:
 Biology
 Ecology
 Horticulture/gardening
 Wildlife/nature
 Environment/conservation
 Animals/animal welfare
Careers:
Farmers, botanists, horticulturists, conservationists, biologists,
environmentalists, environment campaigners and animal welfare workers
would all apply this intelligence.
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VISUAL-SPATIAL INTELLIGENCE:
The ability to visualize a creative result in relation to
physical space and/or animate or inanimate forms.
It includes the ability to think in
three-dimensional ways and to convert these ideas
into some form of tangible creative form.
It also includes the ability to work with a range
of tools or resources to produce a finished object.
But you also use this skill if you have a good sense of direction and the
relationship of objects to space and distance.
You are likely to be interested in one or more of:
 Art & design in all forms, including photography
 Visual planning
 Creative activities involving material objects
 Crafts
 Decoration
 Body & hair care
 Imagery: use of mental imagery for all creative or observational
activities
Careers:
Architects, artists, designers, photographers, beauty therapists, hairdressers
and strategic planners have all decided to apply this skill; but it is also
required of pilots, navigators, professional drivers and surveyors.
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BODILY/PHYSICAL INTELLIGENCE:
The ability to use and synchronise your body deftly, skilfully or creatively to
make things, or solve physically related problems; to test yourself against
others physically; or to present ideas, moods and emotions.
You are likely to be interested in one or more of:






Sport
Dance
Athletics
Manual & craft work of all kinds
Walking/outdoor pursuits
Remedial physical work, e.g. massage
Careers:
This ability is most obviously displayed in athletic pursuits, dancing, acting,
crafts, building and construction, medical/physical remedial careers and a
wide range of outdoor-manual jobs.
MUSICAL INTELLIGENCE:
The ability to make or compose music, sing well, keep rhythm, or understand
and appreciate music.
It can also involve being sensitive to the nuance, emotion or mood expressed
by or related to sounds.
It can also connect with a particular interest you may have in audio or
audio/visual forms of communication.
Careers:
It is a skill applied obviously by musicians, composers, recording & sound
engineers and others with a related interest in sound and especially music.
Speech and hearing therapists are also likely to have an interest in this
particular intelligence.
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INTERPERSONAL (Social) INTELLIGENCE
It is concerned with the capacity and ability to understand the motivations
and actions of others. It is applied in an ability to work effectively with
others, to relate well to other people and help others develop.
This is a vital human intelligence displayed by
proficient teachers, facilitators, therapists, politicians,
religious leaders and sales people.
You are likely to be interested in one or more of:






Team work/group work
Leading others
Mentoring others
Managing/supervising others
Helping others with problems
Teaching/training others
…and the wide range of socially oriented jobs that connect with this skill.
INTRAPERSONAL (Inner) INTELLIGENCE
This involves the ability for self-analysis and reflection,
including honestly assessing one's accomplishments,
reviewing own behaviour and innermost feelings, making
realistic plans and setting clear goals.
You are likely to be interested in one or more of:
 Planning your own time
 Understanding your own or other people’s feelings &
moods
 Understanding other people’s motives or behaviour
 Setting personal goals
 Keeping a personal diary or journal
 Creative writing
 Looking for wider connections between things that happen
Careers:
This ability is increasingly relevant and necessary in many jobs involving
close interaction, supervision or observation of others, and reflection on self
and the motives of others, and particularly so in the case of counsellors,
psychologists, writers and artists.
Interpersonal and Intrapersonal intelligences are often closely related.
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YOUR MULTIPLE INTELLIGENCE RESULT
Some questions to ask yourself.
 Can you think of future work opportunities that allow you to
combine intelligences you are particularly drawn to?
 Are there other intelligences you feel Gardner has neglected in
his overall categorisation? If so, what other intelligences should
have been included?
 Is there a connection between this result and the results from
the two previous exercises?
Take a moment to write down your thoughts here:
The exercises so far have focused on your own perceptions of your skills.
But what skills are employers looking for from graduates today? This is the
subject of the next section.
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SECTION 4: WHAT SKILLS DO GRADUATE RECRUITERS WANT?
In the previous exercise you reflected on which skills you wanted to develop
in the future. However, it is important to bear in mind the skills most
employers seek of graduates today.
In 2008 over 334,890 people graduated from first degree courses in the UK.
This figure is set to rise. 189,415 of these graduates had first or upper
second class honours degrees, (source: HESA). Because of this employers
use the fact that you have a degree, and a degree at a particular level as
only the starting point in recruitment. Most employers recruit based on core
skills. Employers’ surveys consistently find that graduate recruiters require
the same core skills, regardless of career area. The skills most often cited
by employers are: communication, team working, problem solving and
numerical ability. Employers also call these ‘competencies’ and these are the
things they recruit against. So whilst most employers will ask for a minimum
standard of degree classification and other qualifications, they differentiate
between applicants by looking at these core skills.
For example:
IBM (UK) state they look for: “foundational competencies, which
complement our values and identify the skills you'll need to succeed. These
include teamwork, adaptability, drive to achieve, creative problem solving
and first class communication skills”
McDonalds state applicants need to: “be confident in approaching and
dealing with diverse groups of people. Friendly, courteous and helpful
behaviour will come naturally to you and you’ll work well as part of a team.
Effective communication skills such as attentive listening, face-to-face verbal
communication and eye contact are a must. You’ll also need to understand
the importance of maintaining high standards of quality and service as well
as cleanliness. The ability to maintain high energy levels whilst working both
efficiently and productively is essential”.
Whilst Bentley Motors UK ask that you: “have well-developed problem
solving and analytical skills, possess good interpersonal skills, technical
ability, initiative and the enthusiasm to achieve.”
Whilst these jobs are very different, they are asking for the same
transferable core skills.
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MEASURING UP
So how strong are you in each of these areas, please note that these skills
are the minimum in most advanced level jobs. These are listed in the
sections that follow. Tick the column and category for each skill that applies
to you. You may end up with a lot of ticks in the ‘Yes’ boxes, as many are
basic skills, so that’s fine if you do.
COMMUNICATION: WRITING SKILLS
How do you rate yourself in the following writing skills? Tick the relevant
column.
Yes:
Confident and
competent
Reasonable:
Nothing special
and would like to
improve
No:
A weak spot!
Need to
improve
Spell correctly
Express myself clearly and
concisely in writing
Write well-structured essays,
reports etc
Good command of English
grammar
Take good notes from
lectures and seminars
Clear and legible handwriting
Write formal letters well
Use a wide vocabulary
Write quickly, conveying
clear messages
What evidence could you give an employer who was assessing your writing
competency via this interview question: “Tell me about a time when you
have communicated in writing effectively” Write in the space below.
Example: To raise money for my volunteering placement I wrote to local businesses
asking for sponsorship. On the basis of this letter I gained interviews with five out of the
twenty I asked, which led to funding from two of them.
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COMMUNICATION: VERBAL SKILLS
How do you rate yourself in the following verbal skills? Tick the relevant
column.
Yes:
Confident
and
competent
Reasonable:
Nothing special
and would like to
improve
No:
A weak spot!
Need to
improve
Use the telephone effectively
for business and other formal
occasions
Make an audience or group
pay attention to what you are
saying
Give easy and fluent
presentations to others in a
group
Give spontaneous and quick
answers to questions
Use the right words to say
what you mean
Ask questions in public at a
lecture or other public meeting
Appear relaxed when talking in
public
Contribute your ideas to group
discussions
Speak slowly/clearly when
talking in public
What evidence could you give an employer who was assessing your verbal
communication skills via this interview question: “Tell me about a time when
you have had to overcome communication difficulties.” Write in the space
below.
Example: I work in a bar, and often customers do not want to leave at the end of the
evening. Once a man refused to go and became aggressive, I realised the tone of
voice I used was exacerbating the problem so I adopted a relaxed posture, and
lowered the tone and level of my voice, talking calmly with him explaining why we
were closing, and where else he might still go for a drink, speaking politely but
firmly.
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ABILITY TO WORK IN A TEAM
How do you rate yourself in the following social skills? Tick the relevant
column.
Yes:
Confident and
competent
Reasonable:
Nothing special
and would like to
improve
No:
A weak spot! Need
to improve
Work well with
others in a team
Accept reasonable
criticism from
others
Persuade others to
my point of view
Listen to the
opinion of others
Make easy
conversation with
people I have just
met
Deal effectively
with conflict and
argument
Put people at their
ease
Get on with people
in authority
What evidence could you give an employer to demonstrate at least one of
the skills you have ticked in the ‘yes’ column? Write in the space below.
Example: Give an example of an occasion when you worked as part of a team.
What did you do to ensure that the team worked well together?
Communication: Writing Skills
Communication: Verbal Skills
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NUMERICAL SKILLS
How do you rate yourself in the following numerical skills? Tick the
relevant column.
Yes:
Confident and
competent
Reasonable:
Nothing special
and would like to
improve
No:
A weak spot! Need
to improve
Use a calculator
for all basic
arithmetical
purposes
Work out
percentages
Interpret graphs
Work out averages
Interpret pie
charts
Do accurate
arithmetical
calculations in
your head
Use simple
equations
Use fractions in
calculations
Understand ratios
Work with decimal
numbers
What evidence could you give an employer to demonstrate at least one of
the skills you have ticked in the ‘yes’ column? Write in the space below.
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ANALYTICAL/PROBLEM SOLVING SKILLS
How do you rate yourself in the following Analytical/Problem Solving
skills? Tick the relevant column.
Yes:
Confident and
competent
Reasonable:
Nothing special
and would like to
improve
No:
A weak spot! Need
to improve
Grasp ideas
quickly and
accurately
Assess the
strengths and
weaknesses of an
argument
Research and
gather information
or data
Concentrate on a
task without
distraction
Critically evaluate
evidence put to
you
Think logically
Summarise key
issues from
reports
Organise
information into
logical categories
Keep to the point
in discussions
Think quickly to
solve immediate
problems
What evidence could you give an employer to demonstrate at least one of
the skills you have ticked in the ‘yes’ column? Write in the space below.
SKILLS SOUGHT BY EMPLOYERS– A SUMMARY
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Information Technology Skills
Whilst IT skills aren’t often specifically requested by employers any more,
this may be because there is an assumption that you are IT literate and it is
no longer a differentiating factor. How do you rate yourself in the following
Information Technology skills? Tick the relevant column.
Yes:
Confident and
competent
Reasonable:
Nothing special
and would like
to improve
No:
A weak spot!
Need to improve
Produce a smart looking
report using a word
processor
Use the internet to
search for information
Send messages via email
Create tables in a
document
Find files in a computer
directory/folder
Copy files
Align and indent
paragraphs
Change page sizes and
margins
Insert Headers and
Footers
Use PowerPoint or other
presentational software
Use data manipulation
software such as SPSS
Manage data in an Excel
file
What evidence could you give an employer to demonstrate at least one of
the skills you have ticked in the ‘yes’ column? Write in the space below.
Go back over the six skill areas and pick out the main skill or individual
activities you felt you were confident and competent at. Summarise these
inthe spaces below.
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I feel confident and competent in these skills:
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Now think about skills that you feel need some improvement. Summarise
these in the space below and say how you will go about doing this.
I would like to make some improvement in these skills:
Skills:
How I intend to do this:
When I intend to do this:
Finally, list or summarise the skills you feel that you must improve and say
how and when you will do this:
Weak spots! I must try and improve these skills:
Skills I must improve:
How I intend to do this:
When I intend to do this:
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SECTION 5: PULLING IT ALL TOGETHER
This final section pulls together the results of all the exercises in this
workbook. Go back over the exercises and summarise the main points or
result from each.
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Is there a common denominator or thread running through all your
responses to the exercises in the workbook? If so, what is it?
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Finally, are there any particular aspects of yourself that you would really like
to change or develop? If so:
What?
Why?
How &
When?
Remember that your skills are only one aspect of what matches you to a
particular occupational area; you should also consider your personality and
interests. The next workbook in the series can help you to do that.
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Other Topics in the Series
There are several topics in the Series of Futures workbooks looking at selfassessment, job selection methods and effective communication with
employers. They are available to download from
www.leedsmet.ac.uk/careers/siteindex
Assessing
Your
Skills
Further
Selection
Methods
Interviews
Your
Personality
and values
Job
Skills
Decision
Making and
Problem
Solving
CV’s and
Letters to
Employers
Job
Search
Work
Experience
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