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izz aty

Employability: What is it? And How Do You Increase It? | employability4socialsciences - 0 views

employability4socialsciences.wordpress.com/...-it-and-how-do-you-increase-it

shared by izz aty on 12 Jun 15 - No Cached
  • define employability
  • The evidence you can provide of your skills/experience and your ability to communicate them in a powerful job winning way to potential employers.
  • What most students lack is the evidence and the ability to communicate to employers in a powerful way.
  • ...16 more annotations...
  • easy things you can do to raise your employability almost instantly:
  • thinking in terms of achievements not activities
  • Start collecting evidence of your achievements
  • Evidence can be any of the following: Powerful stories/examples you can talk about at interview/assessment centres and write about on your CV and application forms Press clippings/reports Awards/commendations Video/Audio Blogs Certificates/Qualifications References (from high quality people/contacts!)
  • Apply for as many jobs as possible
  • The aim is to get as much experience as possible of for what for most of us is a stressful situation
  • The mock interview service that most university career centres offer are good to a point but only if you take them seriously
  • when it comes to CVs and application forms is that its not really about you (!) It’s about the role you are applying for and the company you want to work for
  • Look at the language they use on their website, look at their objectives and values
  • getting as much from your university experience as possible
  • try and hit as many of transferable skills as you can with the above three. These include team work, leadership, project planning and management, information skills, communication skills and reflective skills
  • you will want to  broaden your experience so you can talk about more than just your degree
  • Consider if you haven’t already volunteering, work placements, work experience, charity work, community projects, and part time jobs
  • Realise what employers are really looking for
  • regardless of what the job or person spec says an employer is really looking for three things in applicants: 1) That you can do the job 2) That you will fit in with the organisation 3) You will add more value than you take from the organisation.
  • Ensure that your application shows the above and that the examples you will be using at interview
izz aty

The 7 Habits of Highly Employable People | Guy Arnold | LinkedIn - 0 views

www.linkedin.com/...ts-of-highly-employable-people

shared by izz aty on 12 Jun 15 - No Cached
  • Habit 1: Be Proactive
  • There is no such thing REALLY as unemployment: there are jobs for everyone, if they can only consider more ‘How to add value’ and less ‘what’s in it for me?’The REAL issue is ‘unemployability’ … in the mindset, skillset and habits of those looking for work : if this wasn’t the case, how would migrants ever stand a chance of getting work?
  • Habit 2: Begin with the end in mind
  • ...19 more annotations...
  • Don’t just go for ‘anything that’ll pay a wage’, stop and work out what you’re truly great at, and what you love, and then start asking: ‘How can I get paid to do this?’
  • Habit 3: Put first things first
  • find out what ‘employable’ means to your target employers
  • Physical: appearance and habitsMental: knowledge and skillsEmotional: how to communicate and focus on the real winSpiritual: what can you bring to the party that will make the world a better (and more productive) place!When you’ve nailed this, you need to start finding out information about organisations in your target area and sector, and what their issues are (that you might be able to help them solve)
  • Then work on your CV and interview skills
  • Habit 4: Think win/win
  • consider: ‘what’s the win for this organisation?’: ‘What can I help them stop, start or continue doing, that would help them get more of the wins that they want?’
  • Habit 5: Seek first to understand, then to be understood
  • Do research on your target market and organisations
  • where do they do well, and where do they fall down? What are their competition doing? What’s happening in the market … now … and in 5 years time? What do their customers think? What customers are they missing? What sort of people would they be looking for? And why?
  • then, you can approach them to see how interested they might be in talking with you.
  • Habit 6: Synergise
  • Employment is synergy: if it fails to be synergy in any way, then it’s going to be short term at best.
  • the ‘employee’ and ‘employer’ should both find their situations significantly enhanced by teaming up and working constructively together. Together everyone achieves more!
  • Habit 7: Sharpen the Saw
  • You need to sharpen your saw to be considered worth employing
  • You need to continually sharpen your saw while employed
  • You need to continually sharpen the saw outside work
  • No one in their right mind employs a blunt saw, but sharp saws make getting results much more rewarding for both parties.
izz aty

FLEAS, FLEAS, FLEAS! - LIGHT'S HOUSE - 0 views

www.lightshouse.org/fleas-fleas-fleas.html

narcissism personality disorder psychology psychological abuse

shared by izz aty on 15 Jul 15 - No Cached
  • Feedback was always to make you the bad one - the wrong one
  • people whose parents were not narcissistic - give their children positive reinforcement and supportive feedback. Those people have learned to associate feedback with assistance - with helpful kindness.
  • They won't go to "crazy-land" like you will when they get their performance review. They will feel helped. You will feel attacked. They will feel curious. You will feel inadequate. They will feel openness. You will feel fear. They will say, "Thank you, I'll work on that". You will go home and cry.
  • ...8 more annotations...
  • you get defensive and criticize right back
  • that looks like narcissism, doesn't it? You're not accepting input from others about what you could do better. You feel deeply ashamed that you haven't been perfect - that's what you've been taught - if you're not perfect, you're a piece of trash who has to take all the blame for everything that's wrong, and all the blame for those who refuse responsibility.
  • What you have is the shadow  - “maladaptive behaviors"
  • "FLEAS". They're the bad behavior patterns and habits we picked up from living with a nutcase who had total and unhealthy control over us.
  • All human beings do narcissistic things, and when ACONs who aren't narcissists recognize and acknowledge their own self-centered behaviors, they sometimes worry that they're narcissists
  • They feel guilty about possibly having hurt someone's feelings, been self-centered, etc., and they panic. It can really be upsetting, even terrifying. And they beat themselves up mercilessly for it - because that's what they've been taught to do.
  • In order for someone to recognize, acknowledge and feel guilty about their own narcissistic behaviors, they first have to have a level of empathy and sense of emotional responsibility that narcissists, by definition, do not possess.
  • "If you're that worried about the impact of your behavior on others, and you're willing to publicly share your fear of being a narcissist, trust us, you're not one...you just have FLEAS."
izz aty

Blooms Taxonomy Made Easy - 0 views

www.slideshare.net/...blooms-taxonomy-made-easy

blooms taxonomy taxonomy education reference

shared by izz aty on 31 Jul 15 - No Cached
  • izz aty on 31 Jul 15
     
    Comparing the 1956 version and the revised version in 2001
izz aty

Bloom's Taxonomy of Learning Domains - 0 views

www.nwlink.com/...bloom.html

bloom taxonomy learning learning styles education reference theory curriculum documents knowledge attitude skills technology

shared by izz aty on 31 Jul 15 - Cached
  • Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA (Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude. While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least three psychomotor models created by other researchers.
  • izz aty on 31 Jul 15
     
    The Three Types of Learning: A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities: Cognitive: mental skills (Knowledge); Affective: growth in feelings or emotional areas (Attitude); Psychomotor: manual or physical skills (Skills). Domains can be thought of as categories. Trainers often refer to these three categories as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes.
izz aty

http://Fives, H. and DiDonato-Barnes, N. 2013. Classroom Test Construction: The Power o... - 0 views

pareonline.net/getvn.asp

shared by izz aty on 05 Aug 15 - No Cached
    • izz aty
      izz aty on 05 Aug 15
       
      A table of specification (TOS) can be used to help teachers frame the decision making process of test construction and improve the validity of teachers' evaluations based on tests constructed for classroom use. 
    • izz aty
      izz aty on 05 Aug 15
       
      A TOS, sometimes called a test blueprint, is a table that helps teachers align objectives, instruction, and assessment (e.g., Notar, Zuelke, Wilson, & Yunker, 2004). This strategy can be used for a variety of assessment methods but is most commonly associated with constructing traditional summative tests. When constructing a test, teachers need to be concerned that the test measures an adequate sampling of the class content at the cognitive level that the material was taught. The TOS can help teachers map the amount of class time spent on each objective with the cognitive level at which each objective was taught thereby helping teachers to identify the types of items they need to include on their tests. There are many approaches to developing and using a TOS advocated by measurement experts (e.g., Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, & Wittrock, 2001, Gronlund, 2006; Reynolds, Livingston, & Wilson, 2006). 
izz aty

http://pareonline.net/getvn.asp?v=18&n=3 - 0 views

Fives, H. and DiDonato-Barnes, N. 2013. Classroom Test Construction: The Power of a Table of Specifications

shared by izz aty on 05 Aug 15 - No Cached
  • izz aty on 05 Aug 15
     
    Practical Assessment, Research & Evaluation. Volume 18, Number 3, February 2013 
izz aty

Evaluation practical guide - 0 views

www.icbl.hw.ac.uk/...eval.htm

education

shared by izz aty on 06 Aug 15 - Cached
  • "Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have." Mary Thorpe in "Handbook of Education Technology" (Ellington, Percival and Race, 1988)
  • Evaluation is concerned at the macro or holistic level of the learning event, taking into account the context of learning and all the factors that go with it,
  • assessment can be seen as the measurement of student learning and is one of the elements that go into an evaluation, the micro-level
  • ...5 more annotations...
  • Tessmer and Harris (1992) make great use of checklists as templates for conducting evaluations. Having a checklist of the stages within an evaluation can help in the shaping and structuring of the overall evaluation design, besides their use in the evaluation itself.
  • It is useful to document all aspects of the evaluation procedure and check this off once completed
  • Evaluation is a planned systematic and open endeavour.
  • Evaluation: A practical guide to methods Philip Crompton
  • Ellington, H, Percival, F, and Race, P (1993) "Handbook of Educational Technology", Kogan Page, London
izz aty

WORLD DECLARATION ON HIGHER EDUCATION FOR THE TWENTY-FIRST CENTURY: VISION AND ACTION - 0 views

www.unesco.org/...declaration_eng.htm

shared by izz aty on 06 Aug 15 - Cached
  • WORLD CONFERENCE ON HIGHER EDUCATION   Higher Education in the Twenty-First Century: Vision and Action 9 October 1998   WORLD DECLARATION ON HIGHER EDUCATION FOR THE TWENTY-FIRST CENTURY: VISION AND ACTION
  • Convinced that education is a fundamental pillar of human rights, democracy, sustainable development and peace, and shall therefore become accessible to all throughout life and that measures are required to ensure co-ordination and co-operation across and between the various sectors, particularly between general, technical and professional secondary and post-secondary education as well as between universities, colleges and technical institutions,
  • Article 9 - Innovative educational approaches: critical thinking and creativity
  • ...5 more annotations...
  • (a) In a world undergoing rapid changes, there is a perceived need for a new vision and paradigm of higher education, which should be student-oriented, calling in most countries for in-depth reforms and an open access policy so as to cater for ever more diversified categories of people, and of its contents, methods, practices and means of delivery, based on new types of links and partnerships with the community and with the broadest sectors of society.
  • new information technology does not reduce the need for teachers but changes their role in relation to the learning process and that the continuous dialogue that converts information into knowledge and understanding becomes fundamental.
  • (d) New methods of education will also imply new types of teaching-learning materials. These have to be coupled with new methods of testing that will promote not only powers of memory but also powers of comprehension, skills for practical work and creativity.
  • (b) Higher education institutions should educate students to become well informed and deeply motivated citizens, who can think critically, analyse problems of society, look for solutions to the problems of society, apply them and accept social responsibilities.
  • Higher education institutions should lead in drawing on the advantages and potential of new information and communication technologies, ensuring quality and maintaining high standards for education practices and outcomes in a spirit of openness, equity and international co-operation by:
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