A. Introduction to Excellence in management and leadership
2. Learning to learn
b. Study skills
index of contents
Concentration
Be Realistic
Planning and Time Management
Set S.M.A.R.T. Learning Goals
Avoiding Distractions
Danger
Continuity
Reflection
Skim reading
Preview
Scan
Skim
Recall
Review
Taking notes
Obvious importance of notes
How to take notes
Organising and storing notes
Reviewing notes
Dangers
Writing papers and reports
Structure
The introduction
The main body
The conclusion
Dangers
Group reports
Record your sources
The following sub-topic confirms some basic study skills. The note herein can be complimented with online study skill sites found at any one of the following excellent sites:
http://www.lc.unsw.edu.au/olib.html
From James Cook University http://www.jcu.edu.au/studying/services/studyskills/studysmart/
http://www.ucc.vt.edu/stdysk/stdyhlp.html
http://slc.berkeley.edu/calrenhp.html
Concentration
This is often very difficult if you are studying off-the-job for the first time. Being in a classroom and suiting still for long periods is often very hard; especially if you have been working in a job that has you on your feet and in control of your own actions. Despite the fact it may feel like you are back in a school classroom try to concentrate on the main issues being covered. At first concentration may be difficult, so ensure you concentrate on the key remarks or points made at the beginning and end of each session.
Most off-the-job study that is competency-based is not at all like being in school. As adults learning can be challenged, questions asked and team discussions conducted on key points. This should quickly assist your ability to concentrate and become involved in class work.
Off the job study, particularly away from college and work may be even more difficult if you have never considered yourself 'good' at learning. If you find it difficult, try studying in short bursts of 30 minutes or less. Focus on something definite to do. Build up to 45 minutes or an hour. Use a blank time table and write down everything you do in a week. Include all commitments such as work, hobbies and contact time required for structured learning.
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Be Realistic
Learning is part of your life. You can, and will learn from many different situations and events. Now undertaking formal learning does not change many of the ways you will be asked to learn. However it will stress certain situations where learning can be isolated and your competency formally recognised. Additionally certain tasks, either work related or study exercises, maybe set to challenge new areas where learning may not usually occur.
It is recognised everyone is now balancing work, life and learning. Be realistic in your efforts to balance these priorities. Despite our best efforts to try and make learning fun and part of either work or normal life activities it often will challenge your priorities. This point where priorities are challenged will occur at different times for every individual. It will nevertheless happen to everyone. Learn to draw the line and get on with the next task. Do not force yourself into underachieving or trying to be a perfectionist. Recognise you need to plan achievable learning targets.
In many cases the most critical decision is about when you study. The emphasis is on you to set and plan for when, where and how you want to study. Except at the highest levels of management training one should however note that you can structure learning so as to not require personal time commitment outside normal work hours.
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Planning and Time Management
Management of your time will:
- reduce stress levels
- provide more control
- reduce pressure
- increase achievements in your day
- increase success
Most successful people and especially efficient managers have written goals that they can then allocate time and prioritise effort.
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Set S.M.A.R.T. Learning Goals
To ensure that you achieve your goals they need to be rewritten in a form which will assist in implementing a procedure to achieve them.
Goal Exactly what is to be achieved
S Specific about what is to be accomplished.
M Measurable in terms of how do you know if the goal has been achieved.
A Attainable in terms the goal is both realistic and achievable.
R Results oriented or targeted to achieve a clear outcome.
T Time line is set and steps to goal attainment are clear.
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Avoiding Distractions
It is important to analyse the use of your time during the work day to find the most productive times of the day for personal learning.
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Danger
Never plan important tasks to be completed when you are most likely to be interrupted.
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Continuity
Keep continuity going - keep up to date. The importance of personal organisation is obvious. You may have found you have overestimated the amount of time you need to study for a particular module, just as you have underestimated for another. Extra commitments at work may arise which will require a reworking of your weekly schedule. Just avoid the pitfall of letting work and learning commitments lag until both become 'too difficult' to organise.
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Reflection
Spend the last few minutes of a study session scanning and recalling what you have done. To increase your level of absorption and understanding ask specific questions of the facilitator or coach. If you are studying alone write down questions and review them with a trainer.
As you look out the window or your brain moves beyond the learning session do not necessarily feel you are wasting your time. Many students learn by reflection. This is often strongest towards the end of a learning session and when the student 'switches off' and allows their brains to absorb the information without conscious thought. This process should not be confused with sleep. Sleep and day dreaming during learning sessions are actions trainers tend to take rather personally.
If you cannot resolve problems or questions during this period of reflection, once again ask questions or discuss the issue with your fellow students/ workers.
No matter where you work you will require an effective place for learning, concentration and absorption. Managers are aware of the requirements for learning but each individual will have different preferences - where (in a quiet room, at the pub, etc.), when (morning, night, etc.), how (rock music, silence, etc.). Our aim is to try and ensure you are confident and comfort with your study surroundings.
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Skim reading
Preview
Prepare the mind and categorise the material. Check any summary of the material you are about to read (i.e. contents page, structure, short author's blurb, etc.).
Look for critical issues or material you know is the main reason for reviewing the material
Don't be afraid to ditch an irrelevant of seemingly useless set of readings. Remember skim reading may be the best way to prioritise what you do go onto read in full.
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Scan
Once you have found the summaries, diagrams, charts and other visual material that overview the reading focus on the key areas. Now scan those sections for relevant material.
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Skim
Run you eye down a page or a couple of paragraphs with questions in mind - use your finger - focus on your attention to the search. Keep you mind active and skim quickly. Don't worry about the odd phrase. Don't slow down. Read summaries, headings and sub headings and look at figures, diagrams and other visual material. Then decide whether:
- The material is suitable for your needs
- Certain sections are inappropriate
- Whether you need to read it all
Read in detail only what you have to - scan/skim the rest.
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Recall
We quickly forget 80% of what we read, so make your notes during your reading session and then put the book/article to one side and write down useful points you have recalled. Do this at appropriate intervals eg. at the end of a section or, if the material is particularly complex, at the end of a paragraph.
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Review
Go back over the text to check you've got it right and fill in any important details or quotations.
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Taking notes
Obvious importance of notes
- Aid absorption and concentration
- Record to aid recall and further investigations
- Summarise arguments, information/ideas
- Notes at the end of a class show that you did not fall asleep!!
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How To Take Notes
There is no single answer to how each individual can best take notes. It depends on your purpose, writing speed, and ability to select and summarise material. Some people write long notes during off-the-job classes, some take none..
Get an overview of the class or text structure. Some classes and authors will do this for you by giving summaries.
Spot and record key words or concepts, images or sequences. Use you own words, unless you need quotations (note the exact source of these so that you can complete references properly).
Indicate main ideas as headings, subordinate ideas such as sub headings. Use a numbering system. Leave plenty of white space (don't use every line and do leave margins).
Identify connections between points rather than just isolated facts and ideas.
Include doodles, diagrams, charts etc. Create these from information/ideas you have just absorbed.
Space maps are real aids to absorption and recall. Remember, people have different styles when writing or lecturing and you will have to adapt to these.
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Organising and storing notes
Use a ring binder with dividers (get organised) and A4 paper so that you can add and reorder notes. If you cannot afford A4 paper - there is usually scrap computer paper around - so cut this nicely and punch holes.
Do not carry all you notes around with - they get lost!!
Keep all electronic files in a clear and sensible file structure and on storage (backup) devises.
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Reviewing Notes
Get into the habit of checking through notes the day they are made or by comparing notes with those of others from your group.
If you do not review work, you forget up to 75% in a week and up to 98% in under 3 weeks. So at revision time you start from scratch. Regular review stimulates understanding of a subject area. Your knowledge grows and becomes integrated with other knowledge.
Short hand use abbreviations and symbols whenever possible as a personal short hand eg. ref - reference, d mkg - decision making, > - greater than etc.
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Dangers
Warning: Do not take too many notes. The reason we provide course notes is to support all we will cover. All things to be assessed are either supported by Course Notes or the Assessment Workbook. Taking notes on issues already covered by your learning resources may actually distract you from participating in discussions.
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Writing papers and reports
Structure
Remember a well-structured paper or report that seeks to communicate a technical issue to a business reader will have a beginning, a middle and an end. It is not a chance to tell your reader absolutely everything ever written or said on the topic. Analysing a topic will enable you to understand what is required. It will also help you understand the intention of the person who has set the topic. Analysing a topic will help you work out what information you should include as just as importantly, what information you should exclude.
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The Introduction
This should explain the scope of the paper (what you are going to cover and why). It may indicate what you understand by the title and reference definition and assumptions.
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The Main Body
Develop your ideas/line of argument as fully as you can (with one main topic or idea per paragraph). Tell the story. Build your argument. Describe, explain and justify the points you make. It is not enough just to assert them. Confirm your ideas by referencing published materials, support what you say with examples and diagrams. Most importantly offer new data/evidence to back up the propositions you make.
At all times keep in focus the specification (what you have been asked to do and the main themes of your argument).
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The Conclusion
Summarise your main points, draw conclusions and make suggestions if appropriate. Refer back to your objectives for the paper. It if asks a specific question, you have answered it?
List the main headings/sections you are going to write. Remember - beginning middle and end. Write rough notes or main points under each heading. Underline the most important. Cross through the irrelevant. Put question marks through points you are unsure about - decide whether or not to include or reject them later. Group them with circles and relate ideas together with lines and arrows.
Now write up you notes as a draft paper using the headings in logical sequence. Don't worry too much at this stage about precise spelling and grammar.
Read through what you have written and decide whether or not to include points you were unsure about earlier.
Now tackle the English, the spelling, the punctuation and the grammar. Are sentences, sentences?
Be warned - you may have written the draft. The creative work is largely accomplished but final editorial work can be very, very time consuming. Hence don't leave things to the last minute.
LEAVE IT ASIDE FOR A DAY OR TWO before you finalise it. Get a friend to provide the critical final check. Discuss it; clarify points; modify text, and sort the information into a logical structure. Make sure there are page numbers on every page. Review the layout (see below) and check the sequences and content. Cut and paste, add or delete sections.
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Ask Yourself
- Overall make sure it is easy to read and 'flows' from key issue to the next issue.
- Does the report answer the question/satisfy the brief?
- Is the content relevant, well sequenced (logically arranged) and to the point?
- Are all the main aspects covered in sufficient depth?
- Is each main point well supported with explanation and evaluation, examples and argument?
- Is there clear distinction between your ideas and other people's ideas? Are all sources acknowledged (references?)
- Is the length what was required? If it is too long can over elaborate sections be made more concise? Can some sections be omitted for reasons that they add little to your main argument?
- Is the report clearly written and well laid out?
- Have I really considered the reader's needs?
- Is the report legible and is the grammar, punctuation and spelling correct?
- Are the sentences and is the sense clear?
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Dangers
Take a copy. Put away your computer disk in a safe place. Hand in the original on time.
When a piece of course work is returned to you read the comments made by your tutor. Discuss them with her/him if you need clarification. Remind yourself of these comments before you embark on your next piece of course work.
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Group Reports
If you are asked to submit a group report, even though, individually, you may be looking at different aspects (and therefore writing a separate section). Ensure that you:-Work together to produce a coherent report in both content and style
List each person's contribution on the front of the report
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Record Your Sources
For each assignment, you MUST reference all sources. Listing your bibliography is the last step. When you make notes, always record the source whether lecture, journal or book. When completing a piece of written work it is important that you acknowledge all ideas and information that are not your own.
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