| Description |
xxv, 266 pages : illustrations (black and white, and blue) ; 25 cm |
| Contents |
Contents note continued: 11.7.5.Other strategies-agreeing to disagree, giving ground, arbitration -- 11.7.6.Individual conflict competences to develop in teams -- 11.7.7.Team behaviours to adopt -- 11.8.Cultural issues -- 11.8.1.Working with others -- 11.8.2.The teacher is always right? -- 11.8.3.Attitude towards time -- 11.8.4.Group versus individual -- 11.8.5.Level of risk-taking -- Chapter summary -- End of chapter exercises -- Further reading -- 12.Creativity and Innovation Skills -- 12.1.Student, university and employer viewpoints on creativity -- 12.1.1.How can developing creativity skills benefit you as a student? -- 12.1.2.University lecturers' perspectives on creativity -- 12.1.3.Employers' perspectives, entrepreneurs and intrapreneurs -- 12.2.Creativity: a more detailed understanding -- 12.2.1.Personality, product, process, usefulness -- 12.2.2.The influence of context -- 12.2.3.A more precise definition of creativity -- 12.3.Improving your personal creativity -- |
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Contents note continued: 12.3.1.Four techniques -- 12.3.2.Brainstorming -- 12.3.3.Mind mapping -- 12.3.4.Use of metaphors -- 12.3.5.Attribute listing -- 12.3.6.General ways to improve your creativity -- Chapter summary -- End of chapter exercises -- Further reading -- 13.Carrying Your Skills Forward -- 13.1.Developing skills in your first job after university -- 13.2.Carrying personal development skills forward -- 13.2.1.Induction training -- 13.2.2.Planned development versus self-directed learning in the workplace -- 13.2.3.Ongoing appraisals and personal development -- 13.3.Carrying communication skills forward -- 13.3.1.Networking -- 13.3.2.Emailing skills -- 13.4.Carrying critical research skills forward -- 13.5.Carrying reading skills forward -- 13.6.Carrying writing skills forward -- 13.7.Carrying presentational skills forward -- 13.8.Carrying quantitative skills forward -- 13.9.Carrying team skills forward -- 13.10.Carrying creativity skills forward -- Chapter summary -- |
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Contents note continued: 2.5.2.Thoughts on the learning journal format -- 2.6.Albert Bandura: confidence and self-efficacy -- 2.7.Cognitive apprenticeships -- 2.7.1.Learning from others -- 2.7.2.Levels of learning -- 2.8.Mentors -- 2.8.1.Need for guidance -- Chapter summary -- End of chapter exercises -- Further reading -- 3.Personal Development and Career Planning -- 3.1.Personal well-being and organization skills -- 3.1.1.Achieving balance -- 3.1.2.Do you need to improve your time management? -- 3.1.3.Plan the semester/term-diaries and schedules -- 3.1.4.Plan the day -- 3.1.5.Don't wait for the mood! -- 3.2.Personal development planning -- 3.2.1.Career, academic and personal goals -- 3.2.2.Initial assessment of self -- 3.2.3.Next stage-the plan -- 3.2.4.Goal-setting -- 3.2.5.Format of the plan -- 3.3.Important subheadings for the plan -- Chapter summary -- End of chapter exercises -- Further reading -- 4.Communication Skills -- 4.1.A basic model of communication -- |
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Contents note continued: 4.2.Verbal versus non-verbal communication -- 4.3.Communication and its use in persuasion -- 4.3.1.Communication purposes -- 4.3.2.Using logic to persuade -- 4.3.3.Using emotions to persuade -- 4.3.4.Using an ethical approach to persuade -- 4.4.Barriers to communication -- 4.4.1.Physical barriers -- 4.4.2.Language and semantic barriers -- 4.4.3.Message ambiguity -- 4.4.4.Barriers: feelings and emotions -- 4.4.5.Barriers: the impact of culture -- 4.4.6.IT barriers -- 4.4.7.Other barriers to communication -- Chapter summary -- End of chapter exercises -- Further reading -- 5.Locating Information and Smart Search Skills -- 5.1.Search smart -- 5.1.1.Before you do anything, make sure you fully understand your assignment brief -- 5.1.2.Initial, readily available information -- 5.1.3.Library sources of information -- 5.1.4.Electronic databases as sources of information -- 5.2.Search techniques -- 5.3.Further pointers to the credibility of source information -- |
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Contents note continued: 5.4.Referencing your information sources -- 5.4.1.Introduction -- 5.4.2.In-text citations -- 5.4.3.Reference list -- 5.4.4.Following the same principles -- 5.4.5.When do I need to reference page numbers in my in-text citations? -- 5.4.6.Examples of referencing -- 5.4.7.Articles accessed from Internet sites, journals published online and books available online -- 5.4.8.Use of referencing software -- 5.5.Plagiarism -- 5.5.1.What is plagiarism? -- 5.5.2.Tips to help you avoid plagiarism -- Chapter summary -- End of chapter exercises -- Further reading -- 6.Assignment Research: Developing a Critical Approach -- 6.1.Developing a critical approach in everything from basic fact-finding to high-level evaluation -- 6.1.1.Moving from basic description to higher-level evaluation -- 6.1.2.A hierarchy of learning within your degree -- 6.2.Critical checklist -- 6.3.WEB-SPUN-a worked example -- 6.3.1.5W+H and supporting evidence -- |
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Contents note continued: 6.3.2.Never rely on a single source! -- 6.3.3.Build argument -- 6.3.4.Situation -- 6.3.5.Practicality -- 6.3.6.Universality -- 6.3.7.Network -- 6.3.8.Concluding remarks on the WEB-SPUN approach -- 6.4.Assignment improvement and support: feedback from tutors -- Chapter summary -- End of chapter exercises -- Further reading -- 7.Reading Skills -- 7.1.Why read? -- 7.2.Read more -- 7.3.Read smart -- 7.4.Surveying -- 7.4.1.The art of surveying -- 7.4.2.Reading lists and textbooks -- 7.4.3.Abstracts -- 7.4.4.Order of reading -- 7.5.Questioning -- 7.6.Reading -- 7.6.1.Reading techniques -- 7.6.2.Skimming -- 7.6.3.Reading more than once -- 7.7.Recalling -- 7.7.1.Benefits of note-taking -- 7.7.2.Requirements of your note-taking system -- 7.8.Reviewing -- 7.9.Creating ideal conditions -- Chapter summary -- End of chapter exercises -- Further reading -- 8.Writing Essentials: Preparation, Layout and Structure -- 8.1.Writing skills -- 8.1.1.Preparation for writing -- |
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Contents note continued: 8.1.2.General layout: guidelines -- 8.1.3.Organizing your writing -- 8.1.4.Specific structural guidelines for various types of writing -- 8.1.5.Essays -- 8.1.6.Short reports -- 8.1.7.Long reports -- Chapter summary -- End of chapter exercises -- Further reading -- 9.Presentation Skills -- 9.1.Anyone can read the news... can't they? -- 9.2.Presentation design -- 9.2.1.Words versus images -- 9.2.2.Be clear about your presentation's purpose -- 9.2.3.Capture your audience's interest -- 9.2.4.Think about beginnings and endings -- 9.2.5.Create maximum impact with your slides -- 9.2.6.To use or not: dress, props, hand-outs and humour -- 9.2.7.Get useful feedback -- 9.2.8.Equipment and room layout -- 9.3.Delivering your presentation -- 9.3.1.Practise -- 9.3.2.Voice tips -- 9.3.3.Body language -- 9.4.Building confidence in presentations -- 9.4.1.Anxiety in presentations-unhelpful behaviour -- 9.4.2.Anxiety in presentations-helpful behaviour -- Chapter summary -- |
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Contents note continued: End of chapter exercises -- Further reading/work -- 10.Quantitative Data Presentation -- 10.1.Key stages in presenting data -- 10.2.Collecting the data -- 10.2.1.Sources -- 10.2.2.Types of data -- 10.2.3.Averages -- 10.3.The basic tools for presenting data -- Chapter summary -- End of chapter exercises -- Further reading -- 11.Teamwork Skills -- 11.1.What is a team? Why work in teams at university? -- 11.2.Team skills development -- 11.3.Group assignments: developing subject knowledge and skills -- 11.4.Developing social skills in teams -- 11.4.1.Tackling problem areas -- 11.4.2.Learning as a ̀community of practice' -- 11.5.Developing self-concept through teams -- 11.6.Developing coping skills through teams -- 11.7.Conflict resolution -- 11.7.1.Why consider conflict? -- 11.7.2.What do we mean by ̀conflict' in teams? -- 11.7.3.Is conflict always destructive? -- 11.7.4.Conflict resolution styles: win-win, compromise and win-lose -- |
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Contents note continued: Further reading |
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Machine generated contents note: 1.Developing Skills for Business and Management Students -- 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-four business functional areas -- 1.4.Transferability of skills -- 1.5.Skills development and multiple intelligence -- 1.6.Skills development and emotional intelligence -- 1.6.1.The concept of ̀emotional intelligence' -- 1.6.2.Managing your emotions -- 1.7.Learning to learn -- Chapter summary -- End of chapter exercises -- Further reading -- 2.Foundations for Personal Development -- 2.1.Introducing personal development plans -- 2.2.The importance of reflection -- 2.3.Experiential learning -- 2.4.Honey and Mumford's learning styles -- 2.5.Reflecting-using learning journals -- 2.5.1.Why keep a learning journal? -- |
| Summary |
As a graduate today you are required to be well equipped with professional skills, study skills and emotional competency. This text is specifically written for business and management students and offers a comprehensive, one-stop guide that will equip you with all the necessary skills needed to enhance your success both at university and in your future working environment |
| Notes |
Previous edition: 2010 |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Business communication.
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Management science.
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Management.
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| ISBN |
9780199644261 (paperback) |
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