Skills Development by Kevin Gallagher

Skills Development
for Business and Management Students

Kevin Gallagher
B
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OXPORD
UNIVERSITY PRESS
Detailed contents
Setting the Scene: Personal, Academic, and Workplace Skills
xx
Workplace application of skills
xx
Academic skills
xxii
Personal skills
xxii
Reconciling workplace, academic, and personal skillsa tripartite framework
xxii
The importance of feeling
xxiii
The importance of context
xxiii
Skills development frameworks at degree level
xxiv
Online resource centre
xxv
Acknowledgements
xxvi
1 Developing Skills for Business and

Management Students
Chapter Guide
1.1
Introducing the concept of skills
1.1.1
Definition
1.1.2
The partnership between skills and knowledge
1.1.3
Competence and levels of skill
1.2
The learning process occurs when you ...
1.3
Skills for business and management students
1.4
Transferability of skills
1.5
Skills development and multiple intelligence
1.6
Skills development and emotional intelligence
10
1.6.1
The concept of emotional intelligence
10
1.6.2
Managing your emotions
1.7
Learning to learn
Chapter summary
7
7
13
14
15
End of chapter exercises
15
Further reading
17
2 Foundations for Personal Development
19
Chapter Guide
19
2.1
Introducing personal development plans
20
2.2
The importance of reflection
21
2.3
Experiential learning
21
2.4
Honey and Mumford's Learning Styles
26
XIV
DETAILED CONTENTS
2.5
Reflectingusing learning journals
27
2.5.1
Why keep a learning journal?
27
2.5.2
Thoughts on the learning journal format
28
2.6
Albert Bandura: Confidence and self-efficacy
29
2.7
Cognitive apprenticeships
31
2.7.1
Learning from others
31
2.7.2
Levels of learning
31
2.8
Mentors
33
2.8.1
Need for guidance
33
2.8.2
Conscious and unconscious competence
34
Chapter summary
35
36
Further reading
37
3 Personal Development in Action

Chapter Guide
3.1
3.2
3.3
38
38
Time management
39
3.1.1
Do you need to improve your time management?
39
3.1.2
Plan the semester/termdiaries and schedules
41
3.1.3
Plan the day
41
3.1.4
Don't wait for the mood!
Personal development planning
42
43
3.2.1
Initial assessment of self
43
3.2.2
Next stagethe plan
44
3.2.3
Goal setting
3.2.4
Format of the plan
Important subheadings for the plan
45
49
51
Chapter summary
53
54
Further reading
54
4 Communication Skills
55
Chapter Guide
55
4.1
A basic model of communication
56
4.2
Verbal versus non-verbal communication
58
4.3
Communication and its use in persuasion
61
4.3.1
Communication purposes
61
4.3.2
Using logic to persuade
61
4.3.3
Using emotions to persuade
62
4.3.4
Using an ethical approach to persuade
63
DETAILED CONTENTS
4.4
Barriers to communication
64
4.4.1
64
Physical barriers
4.4.2
Language and semantic barriers
65
4.4.3
Message ambiguity
66
4.4.4 Barriers: Feelings and emotions
68
4.4.5
69
Barriers: The impact of culture
4.4.6 IT barriers
69
4.4.7
71
Other barriers to communication
Chapter summary
72
72
Further reading
73
5 Reading Skills
74
Chapter Guide
5.1
Why read?
5.2
Read more
5.3
Read smart
5.4
Surveying
5.4.1
The art of surveying
5.4.2
Reading lists and textbooks
5.4.3
Abstracts
5.4.4
Order of reading
5.5
Questioning
5.6
Reading
5.7
5.6.1
Reading techniques
5.6.2
Skimming
5.6.3
Reading more than once
Recalling
5.7.1
Benefits of note-taking
5.7.2
Requirements of your note-taking system
5.8
Reviewing
5.9
Creating ideal conditions
Chapter summary
Further reading
6 Writing Essentials: Preparation,

Layout and Structure
74
76
78
79
80
80
81
81
82
83
83
83
84
85
86
86
87
88
88
91
91
93
94
Chapter Guide
94
6.1
95
Writing skills
XV
XVI
DETAILED CONTENTS
6.2
6.1.1
Preparation for writing
6.1.2
General layout: Guidelines
100
96
6.1.3
Organizing your writing
103
6.1.4
Specific structural guidelines for various types of writing
107
6.1.5
Essays
108
6.1.6
Short reports
109
6.1.7
Long reports
112
Email skills
113
Chapter summary
116
116
Further reading
118
7 Presentation Skills
120
Chapter Guide
120
7.1
Anyone can read the news ... can't they?
121
7.2
Presentation design
122
7.3
7.4
7.2.1
Words versus images
123
7.2.2
Be clear about your presentation's purpose
124
7.2.3
Capture your audience's interest
124
7.2.4
Think about beginnings and endings
126
7.2.5 ; Create maximum impact with your slides
128
7.2.6
To use or not: Dress, props, handouts, and humour
132
7.2.7
Get useful feedback
134
7.2.8
Equipment and room layout
134
Delivering your presentation
135
7.3.1
Practice
'
136
7.3.2
Voice tips
136
7.3.3
Body language
136
Building confidence in presentations
137
7.4.1
Anxiety in presentationsunhelpful behaviour
137
7.4.2
Anxiety in presentationshelpful behaviour
139
Chapter summary
144
144
Further reading/work
145
8 Quantitative Data Presentation
146
Chapter Guide
146
8.1
Key stages in presenting data
150
8.2
Collecting the data
153
8.2.1
153
Sources
DETAILED CONTENTS
8.2.2
Types of data
153
8.2.3
Averages
156
8.3
The basic tools for presenting data
160
8.4
Examples of data presentationthe good, the bad, and the ugly
163
Chapter summary
172
173
Further reading
174
9 Sharpening your Search, Reference,

and Assignment Skills
175
Chapter Guide
175
9.1
177
Search smart
9.1.1
Before you do anything, make

sure you fully understand your assignment brief
177
Initial, readily available information
177
9.1.3
Library sources of information
179
9.1.4
Electronic databases as sources of information
181
9.1.2
9.2
Search techniques
183
9.3
Further pointers to the credibility of source information
186
9.4
Referencing your information sources
188
9.4.1
Introduction
188
9.4.2
In-text citations
188
9.4.3
Reference list
188
9.4.4
Following the same principles
189
9.4.5
Examples.of referencing
189
9.4.6
When do I need to reference page numbers in my in-text citations?
190
9.4.7
Articles accessed from Internet sites, journals published online,

and books available online
9.5
9.6
Plagiarism
191
192
9.5.1
What is plagiarism?
192
9.5.2
Tips to help you avoid plagiarism
193
Assignment improvement and support
194
9.6.1
Feedback from tutors
194
9.6.2
The critical writing approach
196
Chapter summary
198
198
Further reading
199
XVJJ
XVI11
DETAILED CONTENTS
10 Teamwork Skills
200
Chapter Guide
200
10.1 What is a team? Why work in teams at university?
202
10.2 Team skills development
203
10.3 Group assignments: Developing subject knowledge and skills
205
10.4 Developing social skills in teams
212
10.4.1 Tackling problem areas
212
10.4.2 Learning as a "Community of Practice'
215
10.5 Developing self-concept through teams
215
10.6 Developing coping skills through teams
218
10.7 Conflict resolution
220
10.7.1 Why consider conflict?
220
10.7.2 What do we mean by 'conflict' in teams?
220
10.7.3 Is conflict always destructive?
221
10.7.4 Conflict resolution styles: Win-win, compromise, and win-lose
221
10.7.5 Other strategiesagreeing to disagree, giving ground, arbitration
222
10.7.6 Individual conflict competences to develop in teams
222
10.7.7 Team behaviours to adopt
223
10.8 Cultural issues
224
10.8.1 Working with others
224
10.8.2 The teacher is always right?
225
10.8.3 Attitude towards time
226
10.8.4 G>oup versus individual
226
10.8.5 Level of risk taking
227
Chapter summary
Further reading
11 Creativity and Innovation Skills
227
227
228
229
Chapter Guide
229
11.1 Student, university and employer viewpoints on creativity
231
11.2
11.3
11.1.1 How can developing creativity skills benefit you as a student?
231
11.1.2 University lecturers' perspectives on creativity
231
11.1.3 Employers' perspectives, entrepreneurs, and intrapreneurs
232
Creativity: a more detailed understanding
235
11.2.1 Personality, product, process, usefulness
235
11.2.2 The influence of context
235
11.2.3 A more precise definition of creativity
235
Improving your personal creativity
236
11.3.1 Four techniques
236
11.3.2 Brain storming
236
DETAILED CONTENTS
11.3.3 Mind mapping
11.4
237
11.3.4 Use of metaphors
239
11.3.5 Attribute listing
240
11.3.6 General ways to improve your creativity
242
Creativity contextorganizational barriers and helpers
243
11.4.1 The climate for creativity
244
11.4.2 Using critical incidents for developing your own creativity
246
Chapter summary
248
248
Further reading
249
12 Carrying Your Skills Forward
250
Chapter Guide
250
12.1
251
Graduates' employability skills
12.2 Developing skills in your first job after university
254
12.3
Carrying personal development skills forward
255
12.3.1 Induction training
255
12.3.2 Planned development versus self-directed learning in the workplace
257
12.3.3 Ongoing appraisals and personal development
259
12.4 Carrying communication skills forward: Networking
259
12.5
Carrying reading skills forward
260
12.6 Carrying writing skills forward
261
12.7
263
Carrying presentational skills forward
12.8 Carrying critical research skills forward
263
12.9 Carrying quantitative skills forward

12.10 Carrying team skills forward
263
'
264
12.11 Carrying creativity skills forward
266
Chapter summary
267
Further reading
268
References and Bibliography

Index
269
277
XIX

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Skills Development

for Business and Management Students

Workplace application of skills

Reconciling workplace, academic, and personal skillsa tripartite framework

The importance of feeling

The importance of context

Skills development frameworks at degree level

Online resource centre

1 Developing Skills for Business and

Introducing the concept of skills

The partnership between skills and knowledge

Competence and levels of skill

The learning process occurs when you ...

Skills for business and management students

Skills development and multiple intelligence

Skills development and emotional intelligence

The concept of emotional intelligence

Managing your emotions

End of chapter exercises

2 Foundations for Personal Development

Introducing personal development plans

The importance of reflection

Honey and Mumford's Learning Styles

Reflectingusing learning journals

Why keep a learning journal?

Thoughts on the learning journal format

Albert Bandura: Confidence and self-efficacy

Learning from others

Need for guidance

Conscious and unconscious competence

End of chapter exercises

3 Personal Development in Action

Do you need to improve your time management?

Plan the semester/termdiaries and schedules

Plan the day

Don't wait for the mood!

Personal development planning

Initial assessment of self

Next stagethe plan

Format of the plan

Important subheadings for the plan

End of chapter exercises

A basic model of communication

Verbal versus non-verbal communication

Communication and its use in persuasion

Using logic to persuade

Using emotions to persuade

Using an ethical approach to persuade

Language and semantic barriers

4.4.4 Barriers: Feelings and emotions

Barriers: The impact of culture

Other barriers to communication

End of chapter exercises

The art of surveying

Reading lists and textbooks

Reading more than once

Requirements of your note-taking system

Creating ideal conditions

6 Writing Essentials: Preparation,

Preparation for writing

General layout: Guidelines

Organizing your writing

Specific structural guidelines for various types of writing