Skills for Success
Managing Self-Learning Skills (6 pages)
Skill: Assessing Strengths and Weaknesses
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I assessed my strengths and weaknesses, and identified areas for improvement when
prompted with support and advice 1.
B. I assessed my strengths and weaknesses myself 2, and identified areas for improvement.
C. I assessed my strengths and weaknesses in depth 3, identified areas for improvement and
resources 4 that could help to meet my needs.
D. I assessed my strengths and weaknesses in depth and identified areas for improvement. I
identified and evaluated resources and opportunities 5 that could help to meet my needs.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1.
2.
3.
4.
Support and advice: typically from a personal tutor / tutor / teacher / significant other etc.
Myself: without the assistance of other individuals i.e. self-assessment
In depth: self-assessment based on a diagnostic tool such as ‘Skills for Success’
Resources: Short-courses, structured advice packages (e.g. those available through Flexible
Learning), Computer Assisted Learning (CAL) packages etc.
5. Evaluated resources and opportunities: judged the appropriateness of resources and learning
opportunities for meeting my individual needs
© Loughborough University 2000
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Skills for Success
Managing Self-Learning Skills (6 pages)
Skill: Setting and Meeting Targets
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. With support and advice from others 1, I set appropriate learning targets 2 and met them.
B. With support and advice from others, I set appropriate learning targets, met them and
followed a basic plan of action 3.
C. I set myself appropriate learning targets, identified resources and opportunities to help meet
them, and accessed appropriate sources 4 of help and information. I devised a plan of action
and monitored progress 5 through to completion.
D. I set myself appropriate learning targets, identified resources and opportunities to help meet
them, and accessed appropriate sources of help and information. I devised a plan of action
and monitored progress through to completion. I made revisions to the original plan and
rearranged priorities 6 when required.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Others: typically a personal tutor / tutor / teacher / significant other etc
2. Learning targets: aims /goals in terms of improving aspects of learning in relation to strengths
and weaknesses
3. Plan of action: a plan outlining a learning activity in terms of a series of tasks (possibly
constrained within a time-scale)
4. Appropriate sources: individuals / groups / organisations with the appropriate expertise
5. Monitored progress: regularly checked on how activity matched to planned activity
6. Rearranged priorities: made appropriate changes to plans and activities in the light of changed
circumstances and / or new information
© Loughborough University 2000
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Skills for Success
Managing Self-Learning Skills (6 pages)
Skill: Reflecting on Progress
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I have, with the help of others, reviewed 1 and drawn conclusions from an activity.
B. I have reviewed and reflected upon 2 an activity, and have drawn conclusions on what I have
learned and the methods used.
C. I have reviewed and reflected upon an activity, and have drawn conclusions on what has been
learned and the processes 3 used. I have identified which activities and processes have been
most successful in meeting my needs.
D. I have effectively reviewed and reflected upon a learning activity. I have evaluated the
outcomes 4 of an activity and the effectiveness of the processes used. I have identified
criteria 5 for more effective future action.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Reviewed: looked back upon an activity or event
2. Reflected upon: considered a past event / activity to understand what happened and why, and
to identify lessons for the future
3. Processes: the methods by which the activity was carried out, i.e. how it was done, what
sequence of activities were used
4. Evaluated the outcomes: judged the results of an activity, e.g. in terms of success and failure
5. Criteria: set of rules or norms
© Loughborough University 2000
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Skills for Success
Managing Self-Learning Skills (6 pages)
Skill: Managing Time
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I have, with the help of others, recognised which of my tasks were urgent 1, important2, or
routine 3.
B. I have distinguished between urgent / important tasks and routine tasks, and prioritised
accordingly 4. I have kept a planner / diary to plan my time.
C. I have distinguished between urgent / important tasks and routine tasks, and prioritised them
effectively. I kept a planner / diary to organise my tasks within a given time scale, which was
both realistic 5 and consistent with my commitments.
D. I prioritised my tasks effectively using a planner / diary. I organised my time in a manner
which was consistent with my commitments. I maintained flexibility 6 within my planning to
allow for re-scheduling of activities. I evaluated the effectiveness 7 of my use of time in order
to maximise my efficiency 8 in fulfilling my tasks and commitments.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Urgent: tasks that must be completed at once
2. Important: tasks that carry a high degree of significance, in terms of the activities you are
engaged in and your overall personal priorities and commitments
3. Routine: tasks which are conducted on a regular basis, but which are neither ‘urgent’ nor
‘important’ (as defined previously)
4. Prioritised accordingly: allocated time to ensure that important tasks are completed (on time),
and that most tasks do not become urgent
5. Realistic: gave yourself enough time to complete tasks comfortably
6. Flexibility: planned to allow for unforseen events and the opportunity to change plan, if
necessary
7. Evaluated the effectiveness: assessed whether my time management allowed me to
complete all the tasks I set myself
8. Maximise my efficiency: made the best use of the time available to me
© Loughborough University 2000
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Skills for Success
Managing Self-Learning Skills (6 pages)
Skill: Solving Problems
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I identified, described and categorised a problem 1. I investigated a problem using simple,
straightforward methods of investigation 2.
B. I identified, described and categorised a problem. I investigated a problem using a range of
investigative methods 3. I identified both the causes and effects of the problem and possible
solutions.
C. I identified, described and categorised a problem. I investigated a problem using a range of
investigative methods. I identified both the causes and effects of the problem and possible
solutions. I tested the various solutions using appropriate methods of analysis 4.
D. I identified, described and categorised a problem. I investigated a problem using a range of
investigative methods. I identified both the causes and effects of the problem and possible
solutions. I tested the various solutions using appropriate methods of analysis. I evaluated 5
each potential solution against agreed criteria 6 and made an appropriate recommendation for
action 7.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Problem: a difficult situation requiring a decision or recommendation
2. Simple, straightforward methods of investigation: methods requiring little resources or time
e.g. casual observation, interview, basic survey
3. Range of investigative methods: methods including careful observation, structured interview,
questionnaires and surveys, sampling strategies and methods etc.
4. Methods of analysis: accepted analytical practices, statistical calculations etc.
5. Evaluated: judged or assessed
6. Agreed criteria: accepted rules or norms
7. Recommendation for action: suggestion as to what should be done
© Loughborough University 2000
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Skills for Success
Managing Self-Learning Skills (6 pages)
Skill: Reading for Information
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I read a supplied information source 1 in an active 2 way to extract information for a specific
purpose 3.
B. I actively read a supplied information source to interpret and extract information for a
purpose, and recorded 4 key, relevant points in my own words as well as the complete
bibliographic details.
C. I gathered a range of information sources for a purpose and adopted skimming and scanning 5
reading techniques followed by more detailed active reading of selected sources. I recorded
key, relevant points in my own words as well as complete bibliographic details.
D. I gathered a range of information sources and used skimming and scanning techniques
followed by more detailed active reading of selected sources. I thought critically 6 about the
texts and made notes to help interpret and analyse conceptual information 7 in my own words.
I recorded complete bibliographic details.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1.
2.
3.
4.
5.
supplied information source: recommended reading rather than material gathered by yourself
active: seeking particular information needs
specific purpose: for example, a coursework assignment or project
recorded: made notes in written or diagrammatic form
skimming and scanning: skipping over the text to pick out the general meaning and using
indexes etc. to spot information that you need
6. thought critically: distinguished fact from opinion, identified why the item had been written
and for whom, and interpreted how the information fits in with your current knowledge
7. conceptual information: ideas, thoughts, imagery etc.
© Loughborough University 2000
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Skills for Success
Communication Skills (3 pages)
Skill: Communicating in Written Form
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I produced written material using, correct grammar and spelling, which was appropriate for
its purpose 1 and the needs of the reader.
B. I produced written material using correct grammar, punctuation and spelling, which was
appropriate for its purpose, in a style which conveyed evidence of logical reasoning 2 to the
reader.
C. I produced written material using correct grammar, punctuation and spelling, in a style that
conveyed evidence of logical reasoning to maximise the attention and understanding 3 of the
reader.
D. I produced written material using correct grammar, punctuation and spelling, in a style
designed to maximise the attention and understanding of the reader. The writing displayed
evidence of critical thought 4, reasoned argument 5 and comprehensive research 6
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Appropriate for its purpose: it was in a format e.g. letter, report, essay, memo etc. that was
consistent with the requirement of the task in hand and the message conveyed
2. Logical reasoning: that statements made were supported by relevant evidence that can be
authenticated and tested
3. Maximise the attention and understanding: written material that was presented in a clear,
unambiguous way, without repetition, using language that conveyed the message simply and
clearly
4. Critical thought: ideas based on a careful assessment of the evidence available
5. Reasoned argument: recommendations or conclusions that were logical based on the evidence
examined
6. Comprehensive research: a wide ranging examination of relevant sources of evidence, i.e.
using a number of appropriate and reliable sources
© Loughborough University 2000
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Skills for Success
Communication Skills (3 pages)
Skill: Communicating Orally
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I made or contributed to a short 1 presentation before an audience.
B. I made a short presentation, confident that I explained myself clearly 2, to an audience.
C. I made a presentation confident that I explained myself clearly and concisely 3, using an
appropriate tone and style 4.
D. I made a presentation to an audience, confident that I explained myself clearly and concisely,
and using an appropriate tone and style. I responded positively 5 and effectively 6 to
questioning and interruptions from my audience.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Short: a presentation of under 5 minutes duration.
2. Explained myself clearly: used clear, unambiguous language appropriate to the audience, and
without repetition or unwarranted digressions
3. Concisely: to the point, without using unnecessary words or terms
4. Appropriate tone and style: in a manner that fitted the audience, the content, and the
circumstances surrounding the presentation
5. Positively: in a constructive and non-dismissive manner
6. Effectively: responding with valid, appropriate and clear answers
© Loughborough University 2000
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Skills for Success
Communication Skills (3 pages)
Skill: Communicating Visually
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I used prepared graphics 1 to convey an appropriate message to an audience.
B. I prepared my own 2 graphics to convey an appropriate message to an audience.
C. I produced and used suitable 3 graphics, which were clear and accurate 4, to convey a message
effectively 5.
D. I produced and used a range 6 of suitable graphics, which through clarity, accuracy and
appropriateness of design 7 optimised the effectiveness of the message.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Prepared graphics: images, photographs, pictures, charts, graphs, animations etc. prepared by
others or commercially available e.g. clipart
2. Own: graphics prepared and produced by myself
3. Suitable: graphics that were appropriate for the purpose of the message, and the needs of the
audience
4. Clear and accurate: message simply conveyed, without misleading the audience
5. Effectively: message was clearly understood by the audience
6. Range: several different kinds of graphics
7. Appropriateness of design: produced in a way that met the purpose of the message and the
needs of the audience, in terms of the use of media, colour, texture, shape, formation,
presentation etc.
© Loughborough University 2000
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Skills for Success
Information Technology Skills (3 pages)
Skill: Searching for Information
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I searched for and found information 1 from library information sources 2.
B. I devised and used a simple strategy 3 to search for information.
C. I devised and used a comprehensive strategy 4 to search for information, using a variety of
sources 5. I refined the search 6 accordingly.
D. I devised and used a comprehensive strategy to search for information from appropriate
discipline specific services 7. I refined the search accordingly and evaluated the quality of the
information 8 found.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Information: to include paper-based and / or electronic-based information
2. Library information sources: sources such as OPAC, reference catalogues etc.
3. Simple strategy: strategy based, in the main, on browsing and following links in an
unstructured fashion
4. Comprehensive strategy: strategy involving planning, including the use of search engines and
‘key words’
5. Variety of sources: to include the Internet, networked CD ROMs, reference catalogues etc.
6. Refined the search: by using appropriate query language (and /or /not etc.), abstracting and
indexing services
7. Discipline specific services: electronic or paper-based services such as BIDS, EEVL etc.
8. Evaluated the quality of the information: assessed the information with regard to relevance
for purpose, currency, reputation of source etc. and extracted information relevant to my
needs
© Loughborough University 2000
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Skills for Success
Information Technology Skills (3 pages)
Skill: Producing and Processing Information
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I produced, processed and saved documents using a computer. I edited and formatted the text
as required.
B. I produced and processed information using appropriate applications 1. I manipulated
information, as required, and combined information successfully 2 from different sources.
C. I produced and processed information using a range of applications 3. I manipulated
information, as required, and combined information successfully from different sources,
including text, images, spreadsheets, graphs and charts. I used tools and commands 4 to assist
my efficient use of the computer.
D. I produced and processed information using a wide range of software applications. I
manipulated information, as required, and combined information successfully from different
sources, including text, images, spreadsheets, graphs and charts. I used tools and commands
to assist my efficient use of the computer. I created automated routines 5 to aid the efficient
and effective processing 6 of information.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Appropriate applications: such as word processing, spreadsheets, presentation packages (such
as PowerPoint) to meet your needs
2. Combined information successfully: resolving differences of format etc.
3. Range of applications: chosen from word processing, spreadsheets, presentation packages,
statistical packages, project management packages, Web-based applications etc.
4. Tools and commands: using facilities available such as templates, styles etc.
5. Created automated routines: such as creating macros, using AutoText etc.
6. Efficient and effective processing: meeting your needs through the ‘best’ use of the tools and
resources available to you
© Loughborough University 2000
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Skills for Success
Information Technology Skills (3 pages)
Skill: Communicating through Technology
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I have used electronic mail to send and receive messages, including attachments in various
formats 1.
B. I have used electronic mail to send and receive messages, including attachments in various
formats. I have accessed information posted by an electronic discussion group 2.
C. I have made efficient use 3 of electronic mail. I have contributed to an electronic discussion
group.
D. I have made efficient use of electronic mail. I have positively contributed 4 to an electronic
discussion group, enhancing 5 the quality of debate.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Attachments in various formats: documents, text and non-text formats sent and received with
the e-mail message
2. Electronic discussion group: a group set up to communicate thoughts, messages and ideas,
usually on a particular theme, through e-mail or the Internet
3. Efficient use: using all facilities available to you, such as directory services, address books,
nicknames, filtering devices etc.
4. Positively contributed: participated in the discussion group through active contributions and
monitoring of debate
5. Enhancing: providing inputs that shaped the direction of the debate, and benefited the group
in terms of knowledge and understanding
© Loughborough University 2000
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Skills for Success
Numeracy Skills (6 pages)
Skill: Collecting and recording numerical data
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I have collected numerical data using a straightforward method 1, and have recorded the data
accurately.
B. I have collected data using a range of methods 2, and have recorded the data accurately in
appropriate formats 3.
C. I planned 4 the collection of data, using a range of methods, recorded the data accurately in
appropriate formats and checked the data for errors or omissions.
D. I planned the collection of data, using a range of methods, recorded the data accurately in
appropriate formats, checked the data for errors or omissions, and evaluated the
effectiveness5 of the processes used.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. straightforward method: e.g. survey, observation, questionnaire
2. range of methods: to include survey, observation, questionnaire, desk research (lists,
databases etc.)
3. appropriate formats: e.g. tally charts, frequency charts, two-way tables etc.
4. planned: chose and designed survey methods, organised procedure for collection of data,
scheduled the activities involved etc.
5. evaluated the effectiveness: assessed the methods used in terms of achieving desired
outcomes
© Loughborough University 2000
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Skills for Success
Numeracy Skills (6 pages)
Skill: Understanding and interpreting numerical data
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I have drawn some valid conclusions 1 based on numerical data presented in simple formats.
B. I have drawn valid conclusions based on numerical data presented in a variety of formats 2.
C. I have drawn valid conclusions based on numerical data presented in a variety of formats. I
have recognised trends 3 and variances from the norm 4, and have identified inconsistencies
and inaccuracies in the data presented.
D. I have drawn valid conclusions based on numerical data presented in a variety of formats. I
have recognised trends and variances from the norm, and have identified inconsistencies and
inaccuracies in the data presented. I have been aware of the importance of the size and
appropriateness of the sample chosen.
Record each achievement example on the grid below, with your considered assessment
of the competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1.
2.
3.
4.
valid conclusions: make true comments about simple formats e.g. bar charts and pie charts
variety of formats: bar charts, pie charts, line graphs, scatter graphs, histograms etc.
trends: sequential patterns in data e.g. rising, falling, remaining stable etc.
variances from the norm: results or patterns which are not expected, based on known data
© Loughborough University 2000
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Skills for Success
Numeracy Skills (6 pages)
Skill: Presenting numerical data
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I presented numerical data in straightforward ways 1.
B. I presented numerical data using a range of appropriate methods 2.
C. I presented numerical data using a range of appropriate methods in a concise and accurate 3
fashion. I manipulated the data 4 in order to present findings both clearly and effectively.
D. I planned the presentation of numerical data using a wide range of appropriate methods. I
presented data concisely and accurately, and manipulated the data in order to enhance the
effectiveness of my presentation. I justified 5 clearly the methods of presentation I chose to
use, and evaluated the effectiveness of my approach 6.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. straightforward ways: e.g. bar charts and pie charts
2. range of appropriate methods: e.g. bar charts, pie charts, line graphs, scatter graphs,
histograms, frequency polygons, tables etc.
3. concise and accurate: e.g. diagrams labeled correctly, no repetition of data etc.
4. manipulated the data: changed the format e.g. into percentages, nearest decimal point etc.
5. justified: explained reasons for the use of
6. evaluated the effectiveness of my approach: critically assess whether methods used have been
successful
© Loughborough University 2000
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Skills for Success
Numeracy Skills (6 pages)
Skill: Tackling numerical problems
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I tackled simple 1 numerical problems without the use of a calculator.
B. I made everyday calculations 2 without the use of a calculator, and used everyday units of
measurement 3.
C. I have made everyday calculations with the aid of a calculator, and have used and converted 4
everyday units of measurement. I checked the accuracy 5 of the answers obtained.
D. I have selected and applied appropriate methods of calculation to solve a particular problem6.
I evaluated the effectiveness 7 of the processes I have used.
Record each achievement example on the grid below, with your considered assessment
of the competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
simple: based on addition, subtraction, multiplication and division of whole numbers
everyday calculations: involving percentages, ratios, fractions, decimals etc.
units of measurement: e.g. metres, litres, kilograms, seconds etc.
converted: changed units to equivalent form e.g. hours into seconds
checked the accuracy: comparing place value against quick approximations, standard norms,
etc., checking through alternative methods of calculation.
6. particular problem: e.g. how many stalls can be fitted into an exhibition area etc.
7. evaluated the effectiveness: critically assessed processes / methods in relation to achieving
accurate results.
1.
2.
3.
4.
5.
© Loughborough University 2000
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Skills for Success
Numeracy Skills (6 pages)
Skill: Using Basic Algebra
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I have used symbols 1 to represent quantities.
B. I have used symbols to represent quantities, and have used formulas 2 to make calculations.
C. I have used symbols to represent quantities, and have used formulas to make calculations. I
have performed calculations to transpose formulas 3.
D. I have solved equations 4.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. symbols: e.g. Q for quantity demanded of a product
2. formulas: e.g. Area = length x width
3. transpose formulas: e.g. given Centigrade (C) = 5/9 (F – 32) where F represents Fahrenheit,
re-arrange to find F. (Answer: F = 9/5C + 32)
4. equations: mathematical problems involving the use of an unknown quantity
© Loughborough University 2000
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Skills for Success
Numeracy Skills (6 pages)
Skill: Plotting and Interpreting Graphs
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I plotted data values 1 on a simple graph. I used a graph to determine a required value 2.
B. I plotted a graph from a simple algebraic equation 3.
C. I plotted graphs from simple algebraic equations. I interpreted graphs to reach valid
conclusions 4.
D. I have used graphs in the solution of a problem.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1.
2.
3.
4.
data values: set of pairs of values e.g. month / rainfall
required value: e.g. amount of rainfall in March
simple algebraic equation: e.g. y = 5x + 3
valid conclusions: conclusions that are consistent with the data presented
© Loughborough University 2000
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Skills for Success
Team Work Skills (2 pages)
Skill: Contributing to Team Activity
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I have, as part of a team, helped to establish common aims and goals 1.
B. I have taken on responsibilities 2, as agreed within a team, to fulfil a specific role.
C. I have fulfilled my agreed responsibilities within a team. I have monitored the progress 3 of
myself, and others, in order to achieve the aims and goals of the team.
D. I have fulfilled my agreed responsibilities within a team. I have monitored the progress of
myself, and others, in order to achieve the aims and goals of the team. I evaluated the
effectiveness 4 of the team and my own contribution, and suggested appropriate means of
enhancing team performance 5.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Common aims and goals: desired outcomes for the group as a whole
2. Responsibilities: tasks as laid out in the specifications of a particular role. Note: some tasks
may have responsibilities that are not specified, but are implied
3. Monitored the progress: carefully and regularly checked upon the working of the group in
relation to aims and goals
4. Evaluated the effectiveness: assessed whether the team, and individuals within it, were
achieving the aims and goals of the group
5. Enhancing team performance: improving the way that the team operated
© Loughborough University 2000
19
www.skillsfs.lboro.ac.uk
Skills for Success
Team Work Skills (2 pages)
Skill: Promoting Good Working Relationships
Recalling and reflecting upon your experiences, consider which of the following statements
best describes your competence in each achievement example of this skill:
A. I have promoted good working relationships through helping to establish ground rules1 agreed
by the team.
B. I have promoted good working relationships through following the agreed ground rules, and
by recognising the diverse needs 2 of those whom I have worked with.
C. I have promoted good working relationships through following the agreed ground rules, and
by recognising the diverse needs of those whom I have worked with. I have assisted in
negotiating responsibilities 3 for myself and others.
D. I have promoted good working relationships through following the agreed ground rules, and
by recognising the diverse needs of those whom I have worked with. I have assisted in
negotiating responsibilities for myself and others. I helped to satisfactorily resolve disputes 4,
revising ground rules and responsibilities where necessary, to improve relationships within
the team.
Record each achievement example on the grid below, with your considered assessment of the
competence statement, which would apply.
Competence
statement
Achievement example
Indicate on the grid below your overall competence in this skill:
Statement A
Statement B
Statement C
Statement D
Terminology
1. Ground rules: accepted and agreed norms of behaviour
2. Diverse needs: the different needs of individuals within a team
3. Negotiating responsibilities: agreeing, through discussion, what each individual within the
team should be responsible for
4. Resolve disputes: sort out disagreements between individuals within the team
© Loughborough University 2000
20
www.skillsfs.lboro.ac.uk