A companion book to COURSERA(r)'s massive open online course "How to Get Skilled: Introduction to Skills Management" is designed for working professionals who want to link their skill-building activities with creating powerful, evidence-based, and data-driven job applications. When you complete the course, you'll learn how to use experiential methods and tools, such as job analysis, benchmarking, competency dashboards, skillset summary checklists, and total skillset scores, to quantify your skills and objectively measure your level of skills acquisition against the likely competition. It will tell you how much of each skill you will need to beat the competition. It will also help you monitor the levels of skills acquisition to guide your professional development.In addition, we will show you how to use a simple, yet powerful computer program to organize and manage your skills inventory. Your completed project will focus on your desired job and will include three components: 1) A Skillset Summary Checklist; 2) A Selection Criteria Statement; and 3) A Professional Development Plan. Upon completion, you will be able to use the results of the project to strengthen your next job application (or promotion request).

Knowing how to work effectively in and through groups may be the single most important skill anyone can develop in today's collaborative, team-based workplace. Unfortunately, all of the resources available on teamwork put the emphasis on group process and ignore the role of-and benefits to-the individual. But effective teamwork isn't only a group skill set; it's an individual skill set as well. Teamwork Is an Individual Skill shows readers how to develop the skills to thrive on any team, under any circumstances. No longer will readers find themselves complaining, "I got assigned to a bad team." Instead, they'll know what to do to make any team work for them. Drawing on over twenty years of experience successfully developing professional teams in product development, R&D, and high-tech environments, Christopher Avery and his coauthors use brief thought-provoking essays, personal and teambuilding exercises, case studies, and insights from business leaders to teach readers how to build responsible and productive relationships at work. The authors show how and why your ability to assume personal responsibility-for your own work on a team and for the team's collective work-is the most important factor in ensuring a productive team experience. Teambuilding, the authors point out, is essentially a series of conversations between people who share responsibility to get something done. Teamwork Is an Individual Skill describes the way these conversations typically progress, and shows the reader how to predict and direct these conversations so that they can maximize the benefits to both themselves and to their team. Designed for easy access and for use by both individuals and groups, Teamwork Is an Individual Skill will equip readers with the mental skills and behaviors that will help them achieve personal goals while contributing to their team's success.

The teacher training framework, introduced in September 2007, requires all teachers in the post-16 sector to possess knowledge, understanding and personal skills to at least level 2 in the minimum core for numeracy. Coverage and assessment of the core have to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status. This book is a practical guide to numeracy for trainee teachers in the Lifelong Learning sector. It enables trainee teachers to identify and develop their own numeracy skills and also to support their students′ numeracy.

The teacher training framework, introduced in September 2007, requires all teachers in the post-16 sector to possess knowledge, understanding and personal skills to at least level 2 in the minimum core for language and literacy. Coverage and assessment of the core has to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status. This book is a practical guide to language and literacy for trainee teachers in the Lifelong Learning sector. It enables trainee teachers to identify and develop their own language and literacy skills and also to support their students′ language and literacy.

Forget the 10,000 hour rule— what if it’s possible to learn the basics of any new skill in 20 hours or less? Take a moment to consider how many things you want to learn to do. What’s on your list? What’s holding you back from getting started? Are you worried about the time and effort it takes to acquire new skills—time you don’t have and effort you can’t spare? Research suggests it takes 10,000 hours to develop a new skill. In this nonstop world when will you ever find that much time and energy? To make matters worse, the early hours of prac­ticing something new are always the most frustrating. That’s why it’s difficult to learn how to speak a new language, play an instrument, hit a golf ball, or shoot great photos. It’s so much easier to watch TV or surf the web . . . In The First 20 Hours, Josh Kaufman offers a systematic approach to rapid skill acquisition— how to learn any new skill as quickly as possible. His method shows you how to deconstruct com­plex skills, maximize productive practice, and remove common learning barriers. By complet­ing just 20 hours of focused, deliberate practice you’ll go from knowing absolutely nothing to performing noticeably well. Kaufman personally field-tested the meth­ods in this book. You’ll have a front row seat as he develops a personal yoga practice, writes his own web-based computer programs, teaches himself to touch type on a nonstandard key­board, explores the oldest and most complex board game in history, picks up the ukulele, and learns how to windsurf. Here are a few of the sim­ple techniques he teaches: Define your target performance level: Fig­ure out what your desired level of skill looks like, what you’re trying to achieve, and what you’ll be able to do when you’re done. The more specific, the better. Deconstruct the skill: Most of the things we think of as skills are actually bundles of smaller subskills. If you break down the subcompo­nents, it’s easier to figure out which ones are most important and practice those first. Eliminate barriers to practice: Removing common distractions and unnecessary effort makes it much easier to sit down and focus on deliberate practice. Create fast feedback loops: Getting accu­rate, real-time information about how well you’re performing during practice makes it much easier to improve. Whether you want to paint a portrait, launch a start-up, fly an airplane, or juggle flaming chain­saws, The First 20 Hours will help you pick up the basics of any skill in record time . . . and have more fun along the way.

The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.