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EAL PLTS2 Issue 1.2 Page 1 of 85 © 2011 EMTA Awards Limited

Study Pack

EAL Level 2 Award

Personal Learning and Thinking Skills for New Entrants into the Science, Engineering and

Manufacturing Sectors (QCF)

Qualification Code: 600/2019/2

Independent Learner

Creative Thinker

Effective participationSelf Managing

Reflective Learner

Team Working

Study Pack for EAL Level 2 Award in Personal Learning and Thinking Skills


Contents

Contents .................................................................................................................................................. 2

Personal Information .............................................................................................................................. 2

Introduction ............................................................................................................................................ 3

Key ........................................................................................................................................................... 3

Tutor information ................................................................................................................................... 4

Module 001 Being a Creative Thinker ..................................................................................................... 5

Module 002 Being an Effective Participant........................................................................................... 21

Module 003 Being an Independent Enquirer ....................................................................................... 33

Module 004 Being a Reflective Learner ................................................................................................ 45

Module 005 Being a Self Manager ........................................................................................................ 58

Module 006 Being a Team Worker ....................................................................................................... 70

References ............................................................................................................................................ 84

Additional tutor information on tasks .................................................................................................. 84

Declaration of completion .................................................................................................................... 85

Personal Information

Learner Name ............................................................................................................................

Student ID/Reference number ...................................................................................................

Group ..........................................................................................................................................

Email ...........................................................................................................................................

Tutor ...........................................................................................................................................



Introduction Personal Learning and Thinking Skills (PLTS) are designed to give you the skills you need to succeed

in learning, work and life. These skills are separated into six modules as follows:

Creative Thinker

Effective participation

Independent Learner

Reflective Learner

Self Managing

Team Working

Following guidance from your tutor, this study pack is designed to provide a number of tasks that

will assist you in the development of PLTS. Make sure you read each task carefully before you start.

Once you have completed a task, you will need to show your tutor. On completing all the tasks in a

chapter your tutor will sign the relevant assessment.

Many of the tasks within this book may be similar to tasks you have completed at work or within

other modules. Discuss with your tutor how to use other evidence to support your learning and

assessment.

Key The following icons are used throughout this documentation to identify associated tasks.

Individual written task

Group discussion task



Tutor information

This learning resource is intended to support learners by developing knowledge and understanding in Personal Learning and Thinking Skills. This study pack is by no means exclusive and further opportunities for learners to develop and apply skills within other learning will reinforce knowledge and understanding. Not all tasks will be suitable for the needs and development of all learners and tutors will need to determine suitability to meet specific learning needs. All tasks within this document may need to be supported by additional resource material. All tasks within this publication are intended as examples and tutors may amend or undertake alternative exercises that would be more appropriate to specific learners. Alternative evidence can be obtained from video diaries, blogs, video conferencing or interaction with employers. Tutors should seek innovative and creative methods of recording evidence to support tasks undertaken within this publication as apparent. Learners should also be encouraged to transfer and apply these skills within different contexts to encourage life long learning. The integration of PLTS within all aspects of a learner’s programme is essential to underpin knowledge. PLTS is not intended to be delivered in isolation. Learners undertaking work experience or vocational placements should be provided with the opportunity to contextualise PLTS and their ability to transfer these skills to the working environment will strengthen knowledge and understanding. Please note additional information on being a creative thinker and being a self manager can be

found on the last page of this study guide.

Further guidance on the integration and development of PLTS can be found in the LSN publication

Personal Learning and Thinking Skills (2009)



Module 001 Being a Creative Thinker

Unit purpose and aim(s) This unit is designed to enable learners to understand the principles and practices associated with being

creative thinkers. Learners will need to try different ways to tackle a problem, working with others to find

imaginative solutions and outcomes that are of value.

Learning Outcomes On completion if this module the learner will....

1. Know how ideas are generated and further refined by questioning

2. Know how to ensure that the information found is fit for purpose

3. Know the importance of reaching valid conclusions

4. Be able to demonstrate structured methods to generate new solutions and ideas

A Creative Thinker A Creative thinker has the ability to develop imaginative ideas to solve problems. Creativity helps to

make us individual. Each of us will develop ideas that may be imaginative, but not always realistic or

feasible. Creative thinking focuses on generating ideas to solve a given problem and the process of

developing our ideas to a feasible solution.

Creative thinking should be a productive process. It should be challenging, exploring alternatives

and using imagination to develop productive solutions.



Thinking in or out of the box You are required to join the nine dots below using four straight continuous lines. You can start

anywhere on the page but must not lift your pen or pencil from the page until all 4 straight lines

have been drawn.

Did you manage to complete the task. Did you find it challenging or fun? Did you have to be creative

to complete the exercise or did you find a logical solution? (The answer can be found on the last

page of your workbook)

Each of us will develop creative ideas using a number of methods; some methods are structured,

such as mind maps and spider diagrams, other times ideas may seem to generate themselves. By

being creative we are able to develop ideas that are not predefined or standard. Creative thinking is all about thinking “outside of the box”.

When given a challenge at work or college try to use the creative part of your

brain to look for different or new solutions to the task at hand. Don’t just

accept the first idea that comes to you!

Task 1 – How to generate ideas [AC 1.1] The Greek mathematician Archimedes had his famous eureka moment while taking a bath. He

discovered that you could measure the size of an irregular object by placing it into a full bath of

water, and measuring the amount of water that spilled out.

Sir Isaac Newton famously identified the force of gravity while watching an apple fall from an apple

tree. He identified that a force (gravity) must be causing the apple to fall.

Not all of us have eureka moments, and for most of us we need a more structured approach to

developing an idea. Many creative ideas are the result of sharing different ideas which are then

combined to form a new solution.

How do you generate your ideas?

Discuss within a small group which of the methods overleaf you have used to generate ideas.



Spider Diagram The problem is the centre of the diagram and all aspects radiate out from the

middle, from these aspects, ideas are developed.

SWOT Analysis A process

for identifying strengths

and weaknesses of an idea

or concept, and then

defining what could make

it a success (opportunities)

or what could restrict its

progress (threats)

Force Field Analysis This approach

assumes that for any idea there are

reasons for change and reasons against

change. The force field analysis lines up

the opposite forces to identify if there

are more arguments for an action than

arguments against an action (for

example a reason for new technology is

to move with the times, a reason against

is that we may not have the skills to use

the new technology).

Problem

Aspects

Aspects

Aspects

Aspects

Aspects

Idea ??

Idea ??

Strengths Weaknesses

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Opportunities Threats

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3.........................................................................

Forces for CHANGE

Forces against CHANGE

Forces for CHANGE

Forces against CHANGE



Which of the techniques do you use and which other methods can you think of to use for

brainstorming? ...............................................................................................................................

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Why do you think these are effective for generating ideas ? .......................................................

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Task 2 – Asking the right questions [AC 1.2] With any idea it is essential you ask the right questions to make sure you have all the facts. The six

most useful questions for any situation are Who? What? Why? Where? When? and How?

One of the most historic events of the twentieth century was the first moon landing. This was by an

American astronaut. What else do you know about this key event?

Describe what questions you would need to ask to extend your knowledge of this event.

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How can these questions be applied to other situations? ............................................................

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Who ?

What ?

Why?

Where ?

When ?

How ?



Task 3 – Connecting your own and others’ ideas in an inventive way

[AC 2.1] Some of the best inventions are a combination of different ideas, or the combining and automating

of processes to increase speed or efficiency.

The invention of the Combine Harvester combined the process of cutting wheat, thrashing the grain

from the crop and cleaning the grain. These processes used to be undertaken as individual activities.

The combine harvester is able to automate each of these processes saving time and effort. What an

inventive idea!

= Some of the best concepts are a combination of other ideas. For example, by crossing a plane and

boat, a sea plane was developed.

Can you be inventive? Discuss in groups how you could connect your own ideas with concepts from

others in inventive ways. What combinations of ideas can you come up with to develop something

new? Note them in the circles below.

Plane BoatSea Plane



What other ideas did you have ? ....................................................................................................

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Task 4 – Questioning Assumptions [AC 2.2] In order to be a creative thinker you must be analytical. It is no good to find or conduct a piece of

research and think great ‘job done’! It is necessary to then test this research again by finding

supporting evidence or by redoing your own experiments to ensure that what you have proven

once, can be proven again. Creative thinking does not mean trying to think in a ‘wacky’ way but a

new and exciting way supported by logical processes to ensure research is valid.

It is important when solving a problem we continually question the information we know. We need

to ensure the information we are basing our thoughts on is logical, accurate and valid. We may not

agree with an argument, or idea, but before we can dismiss it we need to ensure we have logical and

valid reasoning.

In the early years of exploring, ancient sailors believed the world was flat. This assumption was

based on their knowledge and experience at the time, and is perfectly logical. When Christopher

Columbus sailed to the new land of the Americas in 1492 people began to understand that this was

not the case. Christopher Columbus proved that the world was not flat, and the argument was no

longer valid.

If assumptions are logical, then they follow a set process based on reasoning. If an assumption is

valid then it is based on truth or fact. To rely on an assumption it must be both logical and valid. It is

possible for assumptions to be based on illogical statements, or invalid evidence.



Which of the following assumptions are logical and valid, explain why!

Assumption Logical Valid

Grass is green, sheep eat grass, so sheep are green.

Yes, it seems logical that the sheep will be the colour of the food they eat

No, because the colour of the sheep’s food does not impact their colour, sheep are white or black.

Fish live in the ocean, 71% of the world surface is covered by ocean, and therefore fish cover 71% of the world.

All birds have wings, fish don’t have wings, so all birds can swim.

All reptiles lay eggs, snakes are reptiles, so snakes lay eggs.

What questions would you need to answer to ensure assumptions you have made are correct ?

Explain how you would check your assumptions are logical and valid.

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Task 5 – Trying out alternatives [AC 3.1] Good ideas solve problems. But once we have had an idea, how do we know if it will work ? With

each idea it is important we decide how we are going to use it. PDCA is a good process for checking

our ideas.

Plan your solution, identify what

problem you have and develop

ideas on how you are going to

solve it.

Do Implement your idea, put

the idea to work.

Check to see if your idea is

working, has it solved the

problem.

Act on your results, what needs

to be changed?

Think of a project you have been working on, describe how you would use the PDCA cycle above to

implement your idea. Describe what you did to implement each of the steps.

Plan ..................................................................................................................................................

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Do .....................................................................................................................................................

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Act ....................................................................................................................................................

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Change .............................................................................................................................................

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Plan

Do

Check

Act



Task 6 – Responding to change [AC 3.1] The Force Field Analysis is a good approach to illustrate the reasons for and against change.

An electrical supply company has identified that the power needs of a local town are not being met,

and they are looking at replacing the current coal power station with a new state of the art nuclear

station. The following force field analysis identifies their arguments, for and against.

Is the current argument for or against nuclear power ? Why ? ...................................................

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Do you agree with the above argument ? ......................................................................................

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Coal power stations are dirty and smoky, causing pollution

Nuclear power stations are clean

and green

Coal mining is dangerous, with many deaths internationally

Nuclear power stations are safe, with low risk to

workers

Coal needs to be continuously

transported from ship or lorry.

Nuclear power stations don't need continuous deliviers

of fuel.



Following a change in local government, many of the new council members used to be miners.

How is this likely to change the argument ? .................................................................................

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Which of the following words best describe how to adapt ideas to respond to a change in

circumstances.?

flexible slowly responsive expensive creatively

Why is it important to adapt your ideas as circumstances change ? ...........................................

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Task 7a – Generating new ideas to satisfy a need [AC 4.1] In small groups you are required to try and come up with an idea or product that would improve the

everyday life of a student. This product could be something technical or simple but needs to focus on

a specific need of a typical student.

To help develop your idea complete the spider diagram overleaf identifying all aspects of a student’s

college life. This should include any ideas you have, no matter how strange or abstract they may first

appear. From each of the aspects you should then expand to define areas of possible development.

For example, all students need to travel to college, some may be late due to delayed buses or trains.

A college mobile phone “app” could provide students with information about any potential travel

delays.

See how many ideas you can develop in your group. You can use the spider diagram overleaf or a

different brainstorming tool if you prefer.



Step 1 – complete the spider diagram below to see if you can develop any more ideas.

Student

Journey to college

Mobile Phone

Friends

Late busses/trains

Oversleeping

Cost of travel

Mobile web app

Social Networking



Step 2 ‐ From the above brainstorming tool, list your top three preferred ideas.

Idea 1 ..............................................................................................................................................

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Idea 2 ..............................................................................................................................................

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Idea 3 ..............................................................................................................................................

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For each of your ideas, perform a SWOT analysis to identify the Strengths, Weaknesses,

Opportunities and Threats.

A SWOT analysis is a tool that can be used to evaluate all aspects of a problem. It is also a useful tool

in determining if an idea is feasible and which areas we need to develop further. For each of your

top three ideas perform a SWOT analysis.

Idea 1

Strengths

What is good about the idea ?

Weaknesses

What is bad about the idea ?

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Opportunities

What would help make the idea a success ?

Threats

What might make the idea a failure ?

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Idea 2

Strengths


Weaknesses


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Opportunities


Threats


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Idea 3

Strengths


Weaknesses


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Opportunities


Threats


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Task 7b – Explain how your idea was reached [AC 4.2] Which of your 3 ideas do you feel was the best one?

Explain why this is the best idea. How did the SWOT analysis help you decide? Was the spider

diagram useful? Make notes to present your feelings.

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Assessment Record

Title (Our Ref: PLT2/001) Being a Creative Thinker

Level 2 Credit value 1 Assessment criteria

The learner can.....

Associated Task Sufficient evidence to complete task

Assessor comments

1.1 Discuss how to generate ideas and explore the possibilities provided

Task 1 – How to generate ideas.

Learner participated in discussion

on how to generate ideas and

identified methods they use.

1.2 Describe how to ask questions to extend their thinking

Task 2 – Asking the right questions. Learner identified suitable questions to extend their knowledge and understanding.

2.1 Discuss how to connect their own and others’ ideas and experiences in inventive ways

Task 3 – Connecting your own and others’ ideas in an inventive way. Learners identified how to connect ideas to develop a solution.

2.2 Explain how to question their own and other's assumptions

Task 4 – Questioning Assumptions. Learner was able to recognise if an assumption was logical and valid and how to question their own assumptions.

3.1 Describe how to try out alternatives or new solutions and follow ideas through

Task 5 – Trying out alternatives. Learner identified how to apply PDCA.

3.2 Describe how to adapt ideas as circumstances change

Task 6 – Responding to change. Learner identified how to adapt ideas as circumstances changed.

4.1 Generate new ideas to satisfy the need

Task 7a – Generating new ideas to satisfy a need. Learner used a spider diagram to generate ideas.

4.2 Explain how the decision was reached

Task 7b – Explain how your idea was reached. Learner was able to justify how the idea was generated.

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Module 002 Being an Effective Participant

Unit purpose and aim(s) This unit is designed to enable learners to understand the principles and practices associated with

being an Effective Participant. Learners will need to actively engage with issues that affect them and

those around them. They will need to play a full part in the life of their college or workplace or

wider community by taking responsible action to bring improvements for others as well as

themselves.

Learning Outcomes On completion of this module the learner will....

1. Know how to present a structured case for action 2. Know how to gather different viewpoints 3. Be able to engage with issues that affect them and those around them

An Effective Participant An effective participant is a person who can interact with others in a positive and constructive

manner. They are able to identify problems and solutions to issues that not only affect themselves

but others too. Effective participants take responsible actions that will benefit themselves and

those around them. They are able to identify micro and macro areas of concern. Effective

participants know how to present their ideas in a structured and persuasive form, proposing

practical methods for solving identified tasks. Effective participants are able to balance diverse views

and work together with people to reach an agreeable and workable solution to all.

Participation is understanding, contributing, evaluating and taking action.



Task 1 – Identifying issues of concern [AC 1.1]

Areas of concern can be defined as micro or macro. Micro areas of concern focus on areas that are

related to issues close to you and your local community. Macro areas are those wider scale issues

that influence your life from further afield. Individually, brainstorm some issues of micro and macro

areas of concern that are relevant to you:

Concern Resolution

You personally

To your

work or

college experience

(Needed for task 4)

To your community

or local area

To your nation

Now work with a partner to discuss how your areas of concern could be resolved, making notes in

the boxes above.



Task 2 – Presenting a case for action [AC 1.2]

Presenting a case for action or a point of view is an important life skill and can be used in every

aspect of your life. In an informal personal situation, such as persuading your parents to give you

more allowance money to a formal working environment, where you may have been asked to

present a formal presentation identifying solutions to highlighted problems.

Presenting a case for action is an essential method for structuring your thoughts and plans. It is a

way of ensuring your ideas are clearly and methodically presented to achieve the most positive

outcome.

The following phrases are examples of Signpost language that you can use to structure your

presentation of ideas:

Put the following phrases in the order you may use them in a presentation:

To summarise...

Today, I would like to talk about..

The evidence shows..

My aims are to…

I have undertaken research in....

In my opinion….., we should….., I suggest that…..

Firstly, let’s look at…

The Introduction

1. .....................................................................................................................................................

2. .....................................................................................................................................................

The Main Body: Providing Ideas & Evidence

3. .....................................................................................................................................................

4. .....................................................................................................................................................

5. .....................................................................................................................................................

6. .....................................................................................................................................................

Concluding

7. .....................................................................................................................................................



We have looked at how to structure a case for action. Now describe some elements that should be

included in a persuasive case for action:

Clear presentation of ideas

Evidence to support your arguments

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Task 3 ‐ Steps involved in providing a case for action [AC 1.3] To be able to propose a clear and practical case for action, you must be able to break these down in

to identifiable steps.

Look back at Task 1, and the areas of concern and resolutions you indentified for your local

community. Work with a partner to discuss the steps involved in reaching the proposed resolution.

What would need to be done to achieve the resolution?

For example, if you had noted the concern as a high level of graffiti in your local area, the resolution

could be for the Council to designate an area for graffiti art. The steps involved in providing a case

for action may include:

Identifying the problem: No clubs or youth groups for teenagers in the evening so

boredom has lead to some graffiting local buildings.

Understand where information can be found: Speak to local teenagers, residents and

council members. Study the directory of local clubs and activities. Go out and observe the

action of graffiting.

Evaluate the data gained: Is the information gained trustworthy? Do you agree with it? Can

you get more information anywhere?

Decide on your proposal: A local area should be designated for graffiti so it is in one place

and not all over the local area

Check your case for action: Talk to the groups involved teenagers, community, council and

propose your solution, ask for feedback and check the idea is agreeable to all and that they

will all abide by the decision.

Deliver your findings: Deliver your final recommendations to the groups involved.



Flow chart Steps: Providing a case for action Activity: After you have discussed ideas with your partner, complete the boxes to show a flow

chart of steps involved in finding a resolution to your CONCERN.

Identifying the problem:

Understand where information can be found:

Evaluate the data gained:

Decide on your proposal:

Check your case for action:

Deliver your findings:



Task 4 – Identifying improvements [AC 1.4] Being an Effective Participant means identifying and understanding not only areas of concern that

affect you but also your friends, family, work colleagues or members of your community.

Being considerate to other people and acknowledging that others may have problems that you can

help with ‘rather than turning a blind eye’ is another way of demonstrating effective participation.

The following chart illustrates steps for improvement and who benefits with regards to a concern

raised about food in a staff/student restaurant.

Look back at Task 1, and the areas of concern and resolutions you identified for your college or work

place. Complete the following chart identifying areas of improvement and noting who they would

benefit.

Area of

Concern Steps for improvement

Who Benefits?

Food in restaurant is not good

Speak to catering staff

Design new healthy menu

Catering staff, as they will be aware of the problem

Me

Users, their voice is heard

Catering staff, get feedback Ask other restaurant

users for their opinion

All users, as they get healthy

All users



When you conduct research at work or in your academic life, use the steps

and formats above to ensure your arguments are clear, structured, well

supported and demonstrate you have considered the effect any results

would have on other people.

Who Benefits ?Steps for

improvementArea of Concern

(From task 1 ‐ To your

work / college experience)



Task 5 – Balancing views [AC 2.1]

Being articulate, fair and unbiased are important characteristics of an effective participant. You must

be able to understand, evaluate and present you own and other peoples’ ideas to negotiate

workable solutions.

State which of the following you believe would be useful in helping to balance diverse views to reach

an acceptable decision. Delete as appropriate.

1. Finding common ground AGREE DISAGREE

2. Being flexible AGREE DISAGREE

3. Negotiating compromise AGREE DISAGREE

4. Building on strengths AGREE DISAGREE

5. Being assertive AGREE DISAGREE

6. Being confident AGREE DISAGREE

7. Using evidence to support or refute opinions AGREE DISAGREE

8. Reformatting and explaining ideas and solutions AGREE DISAGREE

9. Using persuasive language AGREE DISAGREE

10. Explaining subjective decisions AGREE DISAGREE

Can you think of any further skills that may be useful to help manage views to ensure an

agreement? ...............................................................................................................................

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Task 6 – Managing different viewpoints [AC 2.1]

In many work and social situations disagreement and difference can occur. Complete the following

exercise to provide an example of how you could act as an advocate for views that may differ from

your own.

List arguments for and against colleges and 6th forms charging for education.

For Against

Which point of view do you agree with and why?

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Now try to change your feelings and expand further on the ideas of the opposite opinion.

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Describe how you were able to develop ideas that you did not agree with and therefore act as an

advocate of views that differed from your opinion. For example

I put myself in the other person’s shoes

I recognised the importance of the other point of view even though I did not agree with it

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Remember the importance of balancing views whenever you are given a

team task. Try to ensure you look at things from both sides of an argument or

consider all perspectives before you make a final judgement or decision.



Task 7 – Taking Action [AC 3.1]

Look back at Task 4, and the areas of concern and steps for improvement you identified for your

college or work place. Complete the following chart identifying actions you could take to implement

the areas for improvement that would benefit yourself and others. You may list 1 or more actions for

each step.

Steps for improvement Your action

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Remember in all aspects of your life, think before you act, and think how your actions will affect other

people.



Assessment Record

Title (Our Ref: PLT2/002) Being an Effective Participant

Level 2

Credit value 1

Assessment criteria



Assessor comments

1.1 Describe issues of concern, seeking resolution where needed

Task 1: Identifying issues of concern. Learner correctly identified micro and macro issues of concern and proposed suitable resolutions.

1.2 Describe how to present a persuasive case for action

Task 2: Presenting a case for Action. Learner recognises how to present a case for action.

1.3 Propose practical ways forward, breaking these down into manageable steps

Task 3: Steps involved in providing a case for action. Learner clearly understands the steps involved in proposing a case for action.

1.4 Identify improvements that would benefit others as well as themselves

Task 4: Identifying Improvements. Learner correctly identified improvements that would benefit themselves and others.

2.1 State how you would try to influence others, negotiating and balancing diverse views to reach workable solutions

Task 5: Balancing views. Learner has stated how they would try to manage different viewpoints to reach an agreeable solution.

2.2 Describe how to act as an advocate for views and beliefs that may differ from their own

Task 6: Managing different viewpoints. Learner has described how they would act as an advocate of different ideas.

3.1 Take responsible action to bring about improvements for others as well as themselves

Task 7: Taking Action. Learner has shown how they could act to enable improvements are made to benefit themselves and others.

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Module 003 Being an Independent Enquirer


processing and evaluating information in their investigations, planning what to do and how to go

about it. They will need to take informed and well‐reasoned decisions, recognising that others have

different beliefs and attitudes.


1. Know the type of information required and how to plan and carry out the research

2. Know how to ensure that the information found is fit for purpose,

3. Know the importance of reaching valid conclusions

4. Be able to make well informed and reasoned decisions.

Independent Enquirer An independent enquirer is able to identify, process and evaluate information independently. They

understand which types of research are appropriate for different situations and how to conduct this

research. They are able to explore issues from different perspectives and consider influence on

opinions and circumstances to determine if it is subjective or objective and know the value of each.

Being an independent enquirer is an important life skill; it shows that you have a rational and

inquisitive mind. It demonstrates to employers that you have the necessary skill to work

independently on a task and the result from such a task will be unbiased and of value.



Task 1 – Identifying objectives [AC 1.1] Before undertaking any research task, it is necessary to have a clear objective. You must be sure of

the problem you wish to resolve by conducting the research and defining the questions you need to

ask to be able to find a solution.

Look at the following case study and identify:

1. The problems that may need to be resolved

2. The types of questions you need to ask and find answers to in order to solve the problem.

You work for the local council as an engineer. The bridge over the local river is showing signs of

cracking and you are sent to determine if it is safe to continue using the bridge and possible causes

of the damage. Identify questions that you would need to ask to find the cause of the damage and

consider the following: road traffic, river usage, weather conditions, building materials and water

levels.

Suggestive Questions Solution

causes

High water levels

Has there been flooding ? Is there evidence of flooding ?

Improve flood defences



It is essential when conducting research during your course to ensure you have

a clear idea of the information you require. Is this a figure? Is it scientific data?

Is it an opinion? How you will gather this information?

Task 2 – Conducting research [AC 1.2] When carrying out research it is very important to be methodical and structured in your approach in

order for you to work efficiently and for your results to be valid. The IDEAL work method could be a

useful tool for you. Explain in detail your understanding of each of the following words.

Identify the objective of my research

Identify questions that I want to ask

When conducting research it is essential to check, check and double check your conclusions to

ensure your findings are valid. It is also important to find other research or data to support your

findings to again offer further validation!

It is also important to appreciate the possible consequences of any research you may undertake. It is

necessary to anticipate the effects on the people that may be involved in the research or by its

conclusions; the impact it may have on a particular industry or sector. Think about the possible

benefit or harm the results may have.

Be responsible when conducting any research task! Make sure all questions are

appropriate and be careful of any confidential information

I = Identify

D = Define

E = Explore

A = Act

L = Look



Task 3 – Exploring perspectives [AC 2.1] Case Study: The government has proposed the building of a wind farm on a large area of land

outside of a small village. The force field diagram below defines perspectives of different groups

within the community. Complete the following diagram identifying what you feel may be the

arguments of each of the groups.

For Against

Other

The noise of the turbines will disturb local wildlife

Local villagers

Electrical

supply

company

Local bird

watching

group

Local farmers



Task 4 – Evaluating information and judging relevance [AC 2.2] There are two different types of research ‐ Primary and Secondary.

Primary methods are activities undertaken by the researcher, such as experiments, interviews and

questionnaires. Secondary methods use available data or sources published by other parties, such

as the internet and newspapers, or other peoples’ results from experiments.

In pairs decide which of the following research methods are Primary or Secondary research

methods.

questionnaire tally chart scientific experiment articles

internet search television documentary books interview

Primary Secondary

When conducting research it is important to scrutinise any information you gather. It is necessary to

understand whether the information is objective or subjective and how much value you feel you can

place in it. Carefully executed research supported by relevant information is essential for providing

valid proposals and solutions.

Objective – based on fact and not opinion.

Subjective – influenced by opinion or feeling not fact.

In pairs or small groups discuss how to evaluate information, judge its relevance and value, using

some of the following words.

fact prove analyse link evidence source reliable

statistics opinion possibility definite personal

After your discussion write four questions you felt would be useful when analysing information. In

each of the questions include one of the words from above

Example Question How do we know if the data is reliable?

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Question 2 .......................................................................................................................................

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Question 3 .......................................................................................................................................

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Ensure you remember what you have discussed in this activity and keep in

mind some of the key words above when conducting your own research. Is it

provable? Is it reliable? Can others analyse it?

Task 5 – Discussing influence [AC 3.1] Work with a partner or in a small group to identify and discuss what influences there might be on

the decisions in the following situations. Discuss the following situations and make notes on the

points you discussed.

Deciding on your next holiday destination

Budget ? ...........................................................................................................................................

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The manager of a company deciding to make 20 people redundant

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A scientific experiment being unsuccessful

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Differing opinions over the cause of a car accident

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What key things did you identify that could influence decisions or events? What was common to

each situation ? ...............................................................................................................................

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Task 6 – Supporting conclusions [AC 3.2] Think of a quick research topic that you can conduct in your group. You have 20 minutes to conduct

your research and then note your findings with reasoned arguments and evidence. Find at least 2

different sources of evidence. Examples of the evidence you could use, may be from; books, an

experiment, a tally chart, a questionnaire or the internet. You are only able to use the internet as

one source of information. When choosing evidence ensure you can use them to provide reasoned

arguments!

(Your tutor may also wish you to present your findings)

For example, A tally chart showed that 11 out of 15 students in the group are wearing blue today. My

conclusion is that blue is the favourite colour of most people in the group. To confirm this conclusion,

I then asked all 15 students what their favourite colour was and 9 out of 15 said blue. I also checked

on the internet and found a web page about colours which said the most popular colour in the UK is

blue.

Underline the statements above that show support to the conclusion.

Now present and support the conclusion from your own research activity using reasoned

arguments and evidence. ................................................................................................................

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Task 7a – Conducting a research task [AC 4.1] In 1963, President John F Kennedy was assassinated in the United States.

What do you know about this event?

What would you like to know about the event?

Where could you find answers to these questions?

Use the internet to find out the answers to your questions

What did you find out? Do you believe or agree with this information?

Explain why

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Task 7b – Conducting a research task [AC 4.2] Some believe that the assassin was not working alone. There are many ‘conspiracy theories’ about

this event suggesting different people, groups or government bodies were involved.

How could you investigate this theory?

Plan the steps involved in gathering and checking this information and list them to show the process.

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Conduct your research and evaluate the evidence.

What did you find out? Do you believe or agree with this information?

Explain why

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Task 7c – Conducting a research task [AC 4.3]

Do you think that Lee Harvey Oswald was a lone assassin? Present an argument justifying your

decision. ...........................................................................................................................................

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It is an important life skill to be well informed about issues and events in your

academic, work and personal life. Take time to read journals, quality

newspapers and use the internet to develop your knowledge on subjects that

interest you.



Assessment Record

Title (Our Ref: PLT2/003) Being an Independent Enquirer

Level 2

Credit value 1

Assessment criteria The learner can.....


Assessor comments

1.1 Identify questions to answer and problems to resolve

Task 1: Identifying Objectives. Learner correctly identified the types of questions that different types of research help answer.

1.2 Explain how to plan and carry out research, appreciating the consequences of decisions

Task 2: Conducting research. Learner has correctly explained how to plan and carry out research.

2.1 Explore issues, events or problems from different perspectives

Task 3: Exploring perspectives. Learner has shown that they recognise there may be different perspectives on the same issue/event.

2.2 Discuss how to analyse and evaluate information, judging its relevance and value

Task 4. Evaluating information and judging relevance. Learner has shown they have discussed how to evaluate and judge information to understand value.

3.1 Discuss the influence of circumstances, beliefs and feelings on decisions and events

Task 5: Discussing influence. Learner has provided evidence to show they have discussed the influence of circumstances, beliefs and feelings on decisions and noted that these cannot always be trusted.

3.2 Support conclusions, using reasoned arguments and evidence

Task 6: Supporting Conclusions. Learner has shown they are able to support conclusions by using reasoned arguments and evidence.

4.1 Demonstrate how to process and evaluate information

Task 7: a. Learner has demonstrated how to process and evaluate data.

4.2 Plan what to do and how to go about it

Task 7. b. Learner has shown how to plan and conduct research.

4.3 Make the decision Task 7. c. Learner has made a decision on a case study and justified their opinion.

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Module 004 Being a Reflective Learner


reflective learning. Learners will need to know and be able to evaluate their strengths and

limitations, setting themselves realistic goals with criteria for success. They will need to monitor

their own performance and progress, inviting feedback from others and making changes to their

future learning strategies.


1. Know how to identify opportunities and achievements and set goals for their development,

2. Know how to review progress and invite feedback,

3. Know how to evaluate experiences and learning,

4. Be able to identify opportunities and achievements, implement them and evaluate the

experience.

The Reflective Learner Self reflection is a combination of techniques that will help you manage your own development. Its

process allows us to identify what skills and experience we have, where our strengths and weakness

lie and what we are required to do to achieve our goals and ambitions. All of us have goals of what

we would like to achieve. Self reflection is the process of assessing how we can ensure we are able

to reach our goals.

Our achievements identify what we have done, or what success we have had. This could be

completing a formal qualification, such as a GCSE at school, a physical achievement like swimming a

mile or completing a specific project or task. Opportunities allow us the chance to undertake a task.

For example going to school gave us the opportunity to study and achieve GCSEs.



Understanding terms

Match the following words to the correct definition. opportunity achievement goal

A situation in which it is possible for you to take a chance to do

something

Something you aim to do successfully in the future

Something good that you have been successful in doing

We don’t all have the same chances in life and our opportunities can be dependent on our school,

neighbourhood, family or friends or the economic / political climate. They can also be down to the

choices we make, how hard we work or sometimes pure luck!

Being given the same opportunity as another person, does not necessarily mean we will always gain

the same result.

Task 1 – Opportunities [AC 1.1]

In groups identify what opportunities you feel you have been given that have enabled you to

develop. This could include academic opportunities, work experience or voluntary placements. In

addition this may also include opportunities found within hobbies, interests, family or friends.

After your discussion list some of the opportunities that have been discussed within your group

(up to a maximum of 4)

1. ......................................................................................................................................................

2. ......................................................................................................................................................

3. ......................................................................................................................................................

4. ......................................................................................................................................................

Discuss in your group achievements you are proud of (for example, your school grades). After your

discussion list types of achievements that have been discussed that members of your group have

completed (up to a maximum of 4).

1. GCSE qualifications at school. ....................................................................................

2. ......................................................................................................................................................

3. ......................................................................................................................................................

4. ......................................................................................................................................................



Task 2 – Reflection Cycle [AC 2.1] Self‐ reflection is a process in which we look at ourselves to see how we can improve upon our skills,

knowledge or understanding. This process should be ongoing to ensure we are motivated to

continually improve.

There are four steps to the reflection process:

1. Record

2. Reflect

3. Review

4. Action

These are shown on the reflection cycle.

Use the following words to complete descriptions of the reflection cycle, you can only use each word

once.

recording opportunity analysis action evaluation

strengths goals achieve

is about keeping track of what you have done. This process includes looking at

what skills, knowledge and experience we have already got and writing it down. Questions at this

stage may include: What experience do I have ? Where did I get it ? When was this ? Who gave me

this ?

is identifying from your experiences what skills and knowledge you have

gained. What have you learnt from your experiences? What are you good at ? What was positive and

what was negative ? What are your and weaknesses?

Record

EvaluateAnalysis

Action



Analysis is the process of looking at what you have found out and determining what is missing. How

can you improve your weaknesses ? How can you use future opportunities to improve? What

difficulties might you have in doing this ? What else could you have done to gain more ?

is the final stage defining what you are going to do to improve. Action is

about identifying our and deciding how we are going to meet them. You need to

decide how are you going to do this ? What short, medium and long term goals you need to set.

Task 3 – Evaluating experiences [AC 3.1] Individual Activity – Undertake a self reflection of your skills and knowledge. Use the following mind

map to explore skills and experience you have gained. The clouds represent different aspects of your

life. For each aspect identify what skills, knowledge or experience you have gained. Some, like school

will be obvious (such as GCSE qualifications), others may require more thought (for example playing

in a football team, will show you are able to work in a team). The clouds are intended as a guide, and

you may add more, or remove as required. You may wish to complete this task on a fresh sheet of

paper, or amend the existing template below. This task should take no longer than 10 minutes.

Hobbies

College

School

Qualifications – GCSE’s ?

Awards ?

Volunteering

Work

Sport

Football – team player

Family



SWOT Analysis Self Reflection can motivate us and help us to continually improve and develop our skills and

knowledge to allow us to achieve our goals. Look at your mind map in the previous task to identify

your experiences. Use this information to help assess your strengths and weaknesses.

A SWOT analysis is a tool used to evaluate all types of situations and problems. It is also a useful tool

in determining as an individual what we have achieved and which areas we need to develop further.

Strengths Our strengths are things we feel we are good at, what 5 things do you feel you are best at?

Weaknesses Our weaknesses are areas we know we need to develop. What do you think are your 5 main weaknesses ?

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5.........................................................................

1.........................................................................

2.........................................................................

3.........................................................................

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Opportunities Opportunities are ‘chances’ that will enable us to progress. For example coming to college, work placements, or volunteering opportunities

Threats Threats are things that may hinder or stop us from achieving our goals. These may include lack of finances, or limited skills, knowledge or experience.

1.........................................................................

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3.........................................................................

Explain how the experiences noted on your mind map helped you to complete the SWOT analysis

above ? .............................................................................................................................................

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Having assessed your current strengths and weaknesses and having identified opportunities for the

future the next step is to focus on how you can develop through the process of action planning.



Task 4 – Criteria for setting goals [AC 1.2] In groups, identify how to set goals, and how to determine if these goals are measurable.

Identify goals that you have in common and how it may be possible to achieve them and how you

would determine their achievement.

Reflect on your discussion and make some notes on the following points.

What methods were mentioned for …… setting goals?

e.g. completion of this module

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……. attaining goals?

e.g. work together and support each other to complete the tasks on time!

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.……. measuring success?

e.g. The course tutor signs off the work and gives you a pass for the course

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Task 5 – Identifying opportunities and setting goals [AC 4.1] Having assessed how to set goals, it is now time to define some goals for your personal

development.

The easiest starting point is to look at the distant future,

What would you like to be doing in 5 years time?

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What do you need to do this year to help you with your 5 year plan ?

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SMART targets and action planning Having decided on what you want to achieve we need to determine how this will be done. An action

plan is a list of targets that will help you to achieve your goals. You need to ensure that the targets

you set are SMART!

Specific – Are your targets clear ? Do they state exactly what you need to achieve ?

Measurable – How will you measure your success ? Can you clearly show that the target has

been completed ?

Achievable – Is it possible to meet this target ?

Realistic – Will you be able to complete this in the time you have ?

Timely – Do you have a deadline that this needs to be completed by ?

To achieve these goals you need to devise an action plan.

Complete the table below to set targets and remember to ensure you use the SMART criteria.

Date___________

What I need to

Achieve

By when How

Short term Goals

What do I need to do by next month ?

Medium Term Goals

What do you want to do next year ?

Long Term Goals

What would you like to be doing in 5 years time ?



Task 6 – Receiving feedback [AC 2.2] The purpose of feedback is to evaluate our performance at a specific task. Feedback can help

motivate us and allow us to continually improve. It encourages us to look at our own actions,

develop our self awareness and to help build our self esteem.

Feedback from others is a very important way of assessing our performance. Receiving positive

feedback can be very self satisfying and give a confidence boost.

Negative feedback identifies that there is a concern or that something needs to change. Receiving

negative feedback can provoke strong emotions. Some people can feel angry or upset, and may even

deny there is a problem “I can’t see anything wrong with that!” But it is important to learn to

manage your reactions and accept negative feedback as a means for self development not criticism!

It is important when receiving any feedback that you listen carefully to what is being said, and accept

that people may have a different view to your own. By all means ask questions to clarify specific

points, and always show your appreciation.

The following emotions are feelings people may express when receiving feedback. List each emotion

under the type of feedback you feel is most relevant to the feeling.

anger delight despair surprise disappointment disgust

doubt frustration guilt happiness joy pride tension worry

rage relief sadness satisfaction shame shock stress

Positive Feedback Negative Feedback

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List three ways that you have or could receive feedback either from your tutor, employer, college

work mates or friends.

1 .......................................................................................................................................................

2 .......................................................................................................................................................

3 .......................................................................................................................................................

Explain how you would respond if someone told you that they thought you had done a great job

and they were very pleased with your work ?

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Explain how you would respond if someone told you that you had not performed to the best of

your ability and that you are capable of much more? ..................................................................

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Task 7 – Review of Progress with Feedback [AC 4.2] Let’s look at your short term goals.

How can you check the progress of your goal?

Complete the self reflection journal below over a suitable time period to monitor the achievement

of your short term goals. Note things which are helping or hindering you achieve your goals and how

you are trying to overcome any hurdles. You will need to complete the first column and your tutor

will give feedback in the second column.



Your assessment of your

progress to date

Summary of feedback

given from your tutor

Action required

Review 1

Date

__________

Review 2

Date

___________



Having received feedback you now need to evaluate or make sense of what has been said. The

following questions may help.

How did you feel after receiving feedback?

Was the feedback positive or negative(or both!)

What was positive and what was negative?

How do you feel about the new action points raised?

Task 8 – Evaluating experiences [AC 4.3] Using the questions above as a guide, write a short summary evaluating your experience of the

review process.

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How will you use what you have learnt to inform future progress? Make a ‘Reflective Promise List’

e.g. I will set more realistic goals!

e.g. I will list to feedback and try to change my behaviour

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When undertaking a task at work or college, reflect before you complete the

job. Ask yourself if you have done your best? Are you pleased with the job

done? Can you do anything to improve the work before you hand it in /

present your findings? If you take time to ask yourself some of the questions

we have looked at in this unit or use some of the reflection tools outlined, you

can be satisfied you have produced work to the best of your ability!



Assessment Record

Title (Our Ref: PLT2/004) Being a Reflective Learner Level 2 Credit value 1

Assessment criteria


Associated evidence Supplementary

or additional

evidence

Task

complete

Assessor

comments

1.1 Discuss opportunities and achievements that can be identified by assessing themselves and others

Task 1: Opportunities. Learner participated in group discussion and completed summary list.

1.2 Discuss how to set goals with success criteria for their development and work

Task 4: Criteria for setting goals. Learner participated in discussion and provided suitable answers to questions.

2.1 Describe how to review progress and act on the outcomes

Task 2: Reflection Cycle. Learner understands the reflection cycle and completed gap fill exercise accurately.

2.2 Explain how to invite feedback and deal positively with praise, setbacks and criticism

Task 6: Receiving feedback.Learner has identified 3 methods of receiving feedback and explained how they would respond to negative or constructive comments.

3.1 Explain how to evaluate experiences and learn to inform future progress.

Task 3: Evaluating experiences. Learner has performed a SWOT analysis and defined how the experiences identified on the mind map have helped to develop the SWOT analysis.

4.1 Identify opportunities / achievements and set the goals to achieve them

Task 5: Identifying opportunities and Setting goals. Learner has identified opportunities and set sufficient SMART short, medium and long term goals.

4.2 Conduct a review of the progress inviting feedback

Task 7: Review of progress with feedback. Learner has conducted at least 2 reviews conducted with tutor and progress of achievement has been recorded.

4.3 Evaluate experiences and learning and use to inform future progress

Task 8 – Evaluating experiences. Learner has shown that evaluation of progress has been used to inform future progress.

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Module 005 Being a Self Manager


being a Self Manager. Learners will need to organise themselves, showing personal responsibility,

initiative and self improvement. They will also need to actively embrace change, responding

positively to new priorities, coping with challenges and looking for opportunities.

Learning Outcomes The learner will.....

1. Know how to manage resources to work towards goals

2. Know how to manage their work

3. Know how to manage relationships

4. Be able to manage their workloads

Being a Self Manager It is important in all areas of your life to be able to manage yourself. It is necessary to understand

how your behaviour can affect your successes and failures in life. By being a good self manager you

will be able to realise your goals.

Being a self manager is about taking responsibility for your own workload by organising your time

and resources. It means you have the skills necessary to be able to start a task and ensure you can

get the job done. We all undertake a range of projects and tasks in both academic and non‐academic

work. Being a self manager is about managing and building your relationships with people so you can

work successfully and efficiently in both team and individual roles.

Stress has become a common word in the modern world as competing demands put pressure on us.

Having the skills of an effective self manager should reduce the amount of stress in your life, as you

will know how to manage your time efficiently, work constructively with people and source

resources to help you achieve your goals.



Task 1 – Seeking Challenges [AC 1.1] Being a self manager means being proactive ‐ finding ways and means that will help you achieve

your goals.

Think about how could you gain more life experiences and skills that would help you achieve you

future personal or work related goals?

For example if you wished to join the army, the following challenges and responsibilities may be

useful….

‐ joining the TA (Territorial Army) or Air Cadets

‐ doing a St John’s ambulance first aid course

‐ getting appropriate qualifications to match the job role you wish to undertake

‐ going to your local recruiting office to discuss your possibilities and to find out about army

entry requirements

‐ speaking to a relative or friend of a friend who is / has been in the army

‐ being a youth leader in a local group

Now imagine your future ambition was to be a rally driver, what experiences and challenges could

you seek to help achieve this. Try to prioritise these, starting with the one that would most likely

help you achieve your goal.

1 .......................................................................................................................................................

2 .......................................................................................................................................................

3 .......................................................................................................................................................

4 .......................................................................................................................................................

5 .......................................................................................................................................................

It is important to be flexible when working towards a goal. We can make plans and identify

challenges or experiences that may help us achieve this, but life is unpredictable and sometimes we

may have to change our priorities. If your dream were to be a rally driver and you were not able to

complete some of the challenges you noted above, how would you react ? (Circle the most

appropriate).

Panic? Reprioritise? Be flexible? Get angry and rant?

Look at another way to meet your goal?

Ask a friend for advice Give up and set a new goal?

Sell your share in the rally car?



Explain your reaction using the phrases given as appropriate ......................................................

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

Task 2 – Techniques for achieving goals [AC 1.2]

Outline any challenges or experiences you would like to undertake to improve your life skills or to

gain skills needed for a future career. Working towards a goal can be hard work and require a lot of

time and effort, particularly if it is a long‐term goal.

Work with a partner to decide what the following words mean. Match the word and the definition

Initiative Commitment Perseverance

‐ determination to do something even if it is difficult

‐ the ability to make decisions or take action without being told what to do

‐ dedication of time and effort to achieve a goal

Discuss and then describe how these skills could help you work towards your goals.

.........................................................................................................................................................

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.........................................................................................................................................................

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Think about your academic or work life....

Are you good at taking initiative?

Are you able to commit to things on a long term basis?

Do you always persevere with a difficult job or task or do you give up easily?



Task 3 – Prioritising [AC 1.3] In college or work life, it is essential to be able to prioritise and manage your time effectively. If you

are not able to do things you may find yourself slipping behind your peers or colleagues or having to

work extra hours just to keep up!

Describe the meaning of time management ..................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

Describe the meaning of managing resources ...............................................................................

.........................................................................................................................................................

.........................................................................................................................................................

In the table below complete a list of personal, work or college related tasks that you have to

achieve by the end of next week.

List of tasks you have to achieve by

the end of next week.

Priority Resources required

Now go back to the table and prioritise them, from most important to least essential. Starting with

1 as the most important

Now next to each task identify resources (these could be things, people or your own actions) that

could help you complete the task.



Task 4 – Taking risk! [AC 2.1]

In small groups, discuss the importance of taking risk using the case study below.

You work for a small sign‐making business that employs 6 people. The manufacturing manager

wants to spend £60,000 (75% of last year’s profit) on new equipment as he thinks it will improve

production but business has been down on the same period as last year and the general economic

climate is slow. Using a brainstorming tool, evaluate the risk of this action

New

Equipment



You have now anticipated the possible risks to this action.

Do you all agree that the money should be spent on new equipment? Explain your answer. ...

.........................................................................................................................................................

.........................................................................................................................................................

How could the risk be limited or managed? Explain your answer. ..............................................

.........................................................................................................................................................

.........................................................................................................................................................

Task 5 – Dealing with competing pressures [AC 2.2] Stress is becoming an increasing problem in today’s society; in all spheres of life pressure can affect

people in different ways, some becoming stressed.

Do you ever get stressed?

What makes you stressed? What pressure do you feel you have in your life? Complete the table

thinking about Personal and Work‐related Demands.

Personal Demands Work – related Demands (college or paid employment)

Now draw arrows from the demands you have noted above, outlining how you could resolve these

pressures. Ideas may include – improve my time management skills, ask parents to help with project

work, go out less in the evenings.



Your college and academic life can give you lifelong learning skills which you

can transfer to all areas of your life. Noticing factors of stress and acting to

decrease the influence of stress on your life will ensure you are a happy and

productive person.

Task 6 – Responding to change [AC 2.3]

We have talked about the importance of setting goals in our work, college or personal lives, but

unfortunately life is not always predictable and circumstances can happen that require us to change

our goals or the means we have identified to achieve the goal. However, if we come across change

we do not need to ‘get stressed’ or face it alone, there are a lot of people and places that can help us

to get back on track!

Looking back at Task 1, you identified some challenges or experiences that would help you gain

experience. Complete the following table, listing the challenges you mentioned at the end of Task 1,

and now look at these, imagine these challenges or experiences changed for some reasons beyond

your control, where could you seek advice or support when needed?

Challenge or experience

Brainstorm some possible

changes to the challenge or

experiences

Where could you find

information/ help/ support?

Passing all assessments this year.

Could not complete electronics assessment as I missed practical assessment due to illness

Speak to tutor about reorganising another practical assessment session.



Challenge or experience

Brainstorm some possible

changes to the challenge or

experiences

Where could you find

information/ help/ support?

It is important to be flexible in life and sometimes we have to ‘roll with the punches’. By not getting

stressed and knowing where to find help and support in times of change or difficulty we are still able

to realise goals and work effectively.

In all areas of academic, personal or work life, you will face changes and unexpected events.

Describe how you could react positively to changes. Complete the following spider diagram to

illustrate this.

Change

Embrace it and move on

Get help if I need it



Task 7 – Managing emotions [AC 3.1] When you are busy and stressed, it is very easy to be quick tempered and generally grumpy. If you

wish to work or live with people successfully, it is important to try to manage your emotions so that

you are happy and those around you are not affected adversely by your feelings.

Look at the following Emotion Diagram below, complete the action boxes to help you understand

what you can do to manage your emotions to ensure you can maintain positive relationships.

Me!

Angry

StressedFrustrated

Happy

Action to overcome:

Consequence to others:

Action to overcome:



Action to overcome:


Action to overcome:



Being able to manage your emotions is an important life skill and will ensure

you can work productively, both by yourself and with others. When working

with people on a project at college or in the work place, learn not to get angry

with people, learn to listen, learn to understand and accept others’ opinions

and learn to trust your abilities and instincts.

You are the best resource tool you have available. By managing yourself

effectively you will be able to work successfully in whatever you do!

Task 8 – Managing workloads [AC 4.1] Task: You have 20 minutes to find out as much information as you can about one of the following

subjects and prepare a 60 second micro presentation on your findings, which you will deliver to your

group.

When undertaking your task, remember to: take time to plan, think about how much time you have

to research, prepare a presentation and to review and check your work. Also think about where you

can access the information you require and which resources are currently available to you!

Choose one of the following or a topic of your own choosing!

Thailand Nuclear Energy Michael Jackson

Crisps The Severn Bridge The lifecycle of a butterfly

GO! Make notes below or on a separate sheet of paper but remember to be methodical and structured!

.........................................................................................................................................................

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Task 9 – Dealing with change [AC 4.2] Your tutor will now tell you about the next task and will make notes on your reaction to the task and

how you felt.

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

Also, note how you dealt with the task given. Did you find it stressful? Fun? Difficult ? Are you able

to deal with change in a flexible way?

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

.........................................................................................................................................................

In your personal, academic and professional life, learn to accept change. Try

not to see change as a negative but an opportunity for a new challenge. Do not

complain when you face change, stay positive and you will see the benefits!



Assessment Record

Title (Our Ref: PLT2/005) Being a Self Manager

Level 2 Credit value 1 Assessment criteria The learner can.....


Assessor comments

1.1 Outline how they would seek out challenges or new responsibilities and show flexibility when priorities change

Task 1: Seeking challenges. Learner correctly outlined different challenges they could undertake to achieve a goal and how to reprioritise if circumstances change.

1.2 Describe how to work towards goals, showing initiative, commitment and perseverance

Task 2: Techniques for achieving goals. Learner correctly described how to work towards goals.

1.3 Describe the methods to organise time and resources, prioritising actions

Task 3. Prioritising. Learner has described methods for organising time and resources and is able to prioritise.

2.1 Discuss how to anticipate, take and manage risks

Task 4. Taking risks. Learner has discussed how they can anticipate, take and manage risks.

2.2 Outline how to deal with competing pressures, including personal and work‐related demands

Task 5. Dealing with competing pressures. Learner had identified pressure in their life and how they could deal with these demands.

2.3 Describe ways to respond positively to change, seeking advice and support when needed

Task 6. Responding to change. Learner has described how to respond positively to change and identified where help and advice can be found.

3.1 Outline ways to manage their emotions, and build and maintain relationships.

Task 7: Managing emotions. Learner

has identified action that can be

taken to moderate an emotion in

order to maintain relationships.

4.1 Work towards goals whilst organising time and the resources required

Task 8. Managing workloads. Learner has shown they can work towards a goal whilst organising time and resources by preparing a suitable presentation in a timely and well resourced manner.

4.2 Deal with changes to the goal in a flexible way

Task 9. Dealing with change. Learner has shown they can deal with change in a flexible way with a positive attitude.

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Module 006 Being a Team Worker


being a Team Worker. Learners will need to work confidently with others, adapting to different

contexts and taking responsibility for their own part. They need to listen and to take account of

different views. They will form collaborative relationships, resolving issues to reach agreed

outcomes.


1. Know how to collaborate with others to reach common goals

2. Know how to adapt their behaviour and take responsibility towards others

3. Know how to provide support and feedback

4. Be able to work as a team player

Team work A team may be brought together for a specific purpose or it may be people within a department. The

common feature about all teams is that they share a common goal; they are there to achieve the

same thing. Teams can be short term (they disband once they have achieved the goal) or long term

(they continue as long as the objective is there). As individuals we all have strengths and

weaknesses. The key to building a successful team is to create a team that uses the differing

strengths, skills and experience of all those involved in the team. This means that individuals

complement each other and help each other. The team should aim for the same goal and therefore

any help or assistance will probably be willingly given and available from all members of the team

(when asked at an appropriate time).

Communication between members is a necessary ingredient for successful team work. It is also

important to share your knowledge and your progress on the project so that all those involved in the

team are kept updated and plans can then be changed accordingly. What is essential for effective

team working is:

• That the objective for the team should be clear

• Each team member should be given a clear role

• Regular team meetings should be held

• Reviews of progress need to highlight what actions each member is responsible for

• Quick resolution of disputes or disagreements.



Task 1 – Recognising the importance of team work [AC 1.1] Which of the following statements are true about team work ? Please delete TRUE or FALSE as

appropriate.

1. Working in a team gives the opportunity to share ideas TRUE FALSE

2. Team work allows other people to do all the work TRUE FALSE

3. Team work involves good communication TRUE FALSE

4. Regular team meetings delay a team from achieving a task TRUE FALSE

5. A good team doesn’t need to check their progress TRUE FALSE

6. In a good team disputes and disagreements will not occur TRUE FALSE

7. Team work is about all members working towards different goals TRUE FALSE

8. In a good team everyone should be given a clear role TRUE FALSE

Task 2‐ Managing a discussion [AC 1.2] Here are some phrases that could be used to make your language more diplomatic and less direct.

Case Study: You have recently started working with a company on a project and find that during a

team meeting you have a different opinion to a lot of the points that are being raised. Which of the

following phrases do you think would be suitable to use to present your feelings?

Delete the phrases you should not use.

I am afraid I don’t

completely agree

with you on this

I don’t think that

information is

quite correct

Could I just

interrupt you for a

moment?

You’re wrong

about that! Let me speak now!

I totally disagree!

You have no idea

about what you are

talking about!!



Why do you think language choice is important in formal situations?

Why is it sometimes important to think before you speak or react?

In pairs or small groups discuss which of the following should happen in a discussion and why?

Which of the following help to reach agreements and achieve results?

Circle those that would be useful.

turn taking clear presentation of ideas everyone talking at same

time active listening stalemate answering telephone calls

people speaking loudly agreeing to disagree eye contact

yawning shouting positive language

Task 3– Identifying leadership skills [AC 2.1]

Look at the following adjectives (describing words), circle which you think describe a good leader?

hard‐ working disorganised motivated caring

ruthless fair patient impolite organised

opinionated experienced domineering

List in order which of the above you think are the 5 most important qualities of a good leader. The

most important being at the top of the list

Compare your list with a partner and negotiate an agreed list

My list Negotiated list

1. ......................................................................... 1. .........................................................................

2. ......................................................................... 2. .........................................................................

3. ......................................................................... 3. .........................................................................

4. ......................................................................... 4. .........................................................................

5. ......................................................................... 5. .........................................................................

6. ......................................................................... 6. .........................................................................

Which of these skills are also important for working in a team successfully?



Do you think different skills and characteristics are necessary if you are in a supportive rather than a

leadership role?

Task 4– Roles within a team [AC 2.1] Within a team each member may be required to perform different roles. The roles required within a

team will be dependent on the task involved, but will mainly fall into the following categories,

Leader, Worker, Thinker and Communicator. Some individuals may perform many roles within a

team, or rotate roles depending on tasks.

Leader is organised and helps the team focus on the task. They are responsible for leading the team

and giving direction.

Worker is reliable and trustworthy. They can be trusted to complete tasks they are set to the best of

their ability to get the job done.

Thinker is required to solve difficult problems or have special expert knowledge within a field. Their

role is to apply their experience, knowledge or understanding to solve a problem.

Communicator ensures that all the team are sharing current information. The communicator would

also ensure research and external information is circulated to the team and other parties interested

in the progress of the task.

In some teams individual roles may be more specific and set for the duration of a task.

Complete the following structure to identify the behaviour associated with each role within a team.

Insert the following statements into the associated boxes below.

Being reliable Keeping others informed Giving direction Developing ideas

Managing team Solving problems Researching information Completing tasks

Which of the skills do you feel you have?

Which of the skills would you like to have in the future? How do you think you could gain these?

Leader Worker Thinker Communicator



Task 5 – A Learning Contract [AC 2.2] In order to work successfully as part of a team, it is necessary for the participants to show respect

and consideration for others. The people in your group are your team and you have a shared goal –

the successful completion of this course.

In pairs or a small group, write a Learning Contract – a list of ‘Rules’ that will ensure fairness and

consideration are shown in your group.

LEARNING CONTRACT

Everyone in the group will…..

...................................................................................................................

...................................................................................................................

...................................................................................................................

...................................................................................................................

...................................................................................................................

...................................................................................................................

...................................................................................................................

...................................................................................................................

Sign your agreement _____________

Actively participate in discussions and activities



Task 6 – Why be fair? [AC 2.2] It is important to be fair to others in a working environment.

Circle the following statements that describe why fairness and consideration to others needs to be

shown.

Responsibility To be an effective team member, it is essential that you are accountable for your actions and take

your responsibilities seriously. Your failure or success in a specific task will impact the failure or

success of the team. Supporting your team and colleagues is the key to achieving the objectives of

the group. Every team member has some responsibility for each job they perform in addition to a

responsibility to the team.

Taking responsibility for a task and ensuring it is carried out to the best of your ability in the given

time frame is essential to ensuring the task is completed effectively and efficiently.

“If a job is worth doing it’s worth doing well”

When you work with people at college or in your professional life, remember the rules in the

learning contract above as you will find many of them will apply to other situations in your life.

Develops trust

Ensures harmony

Creates a positive

working relationship

Encourages an atmosphere

for development

Creates a negative

working environment

Makes you dread

going to work

Leads to mistrust

Decreases

productivity and

profit



Task 7 – Taking responsibility [AC 2.3] Add the following missing words to outline the importance of responsibility

accountable limitations mistakes confidence

Taking responsibility is about being for your own actions. It is important to own

up to your so they can be rectified efficiently and others can learn from the

experience to ensure the same mistakes aren’t made twice.

To be an effective team worker you need to have____________ in your skills and ability, but also be

realistic about your______________.

List the following statements under the appropriate arrow indicating which actions would help to

improve your confidence as a member of a team and how you could impact upon the success of a

team.

Having research to support ideas Being able to justify your opinion

Demonstrating enthusiasm Presenting ideas clearly

Setting tasks that are too difficult to complete Trying to keep to unrealistic deadlines

Not enjoying what you are being asked to complete

Believing in yourself Being clear about own goals Not understanding what you are doing

...................................................................... .............................................................

...................................................................... .............................................................

...................................................................... .............................................................

...................................................................... .............................................................

...................................................................... .............................................................

Increase confidence

Decrease confidence



What three methods would you use to take responsibility showing confidence in yourself and your

contribution to a team task?

1. ..........................................................................................................................................

2. ..........................................................................................................................................

3. ..........................................................................................................................................

Supporting the team is important in ensuring efficient and effective completion

of tasks and objectives. When you work in a team, ensure all members are

focused on the same goal in order for it to be productive. It is good practice to

support fellow team mates even if we may not always agree with them or their

working methods!

Task 8 ‐ Supporting the team [AC 3.1] The following characteristics identify how you could support a team and provide constructive

feedback. Tick which of the following you would use to support your team

Tick Characteristic

Be helpful

Be a good listener

Be interested in others and what they do

Provide constructive comments on people’s ideas even if you don’t agree

Be polite

Have a clear structure and objectives

Keep everybody informed of progress

Maintain a positive frame of mind at all times

Treat others the way you want to be treated

Try to understand others’ points of view

Get to know each other personally

Work informally

Be patient with others



Congratulate team mates on a job well done

Suggest things could be done more efficiently another way

From the list above which three would you use to give constructive feedback to your team mates ?

1. ...........................................................................................................................................

2. ..........................................................................................................................................

3. ..........................................................................................................................................

The most effective method of developing team skills is to perform a team task. The more teams you

work with, the more effective and competent you will become at interacting with and supporting

people. Being a ‘team player’ is an important skill that employers look for in candidates. Ensure that

you have these skills, and you will be more likely to succeed in the future!

Task 9a – Building bridges [AC 4.1] The following task requires you to be a member of a team. Team sizes can be of any number,

although 4‐6 would be ideal. This task revolves around a bridge building exercise. Although this can

be completed by a single individual team, this is more beneficial when multiple teams are competing

with each other.

Before we start, organise who is going to be in your team and which role each person will take on

(more than one person can take the same role). Roles may include the following:

Team leader Communicator Designer Builder

Add the roles to your table.

Name Team role

You are required in your teams to build a bridge between two points. Ideally, this would be between

two tables or desks.



Rules

1. The Team leader is responsible for ensuring all rules are followed correctly.

2. The Designer is responsible for designing the bridge, and for providing a sketch of the

design.

3. The Builder is responsible for the creating the bridge, delegating help if necessary.

4. The Communicator is required to provide a brief presentation on the processes involved in

building the bridge and whether the bridge was a success!

5. The distance your bridge needs to cover must be confirmed and measured.

6. There is a time limit that needs to be adhered to.

The materials you have will be dependent on resources but an example list is shown below. Amend

your materials list accordingly.

Materials

Newspaper

Straws

Matches

Tooth picks

Sticky tape

Glue

Elastic bands

Staples

String

(Other) ......................................................

..................................................................

..................................................................

..................................................................

Task 9b – Reflecting [AC 4.2] Having completed the task, reflect on your behaviour within the activity and make notes below.

How did your behaviour contribute to the success or failure of the task?

Could you have changed your behaviour or contribution in any way during the activity?

Did your team work well together?

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Task 9c – Providing Support and Feedback [AC 4.3] How did your team perform? What feedback could you give to your team mates ? For each of your

team mates identify one positive action they each undertook to help complete the task? In addition,

note something each person could have done better to help complete the task more effectively and

how you could have supported them in achieving this improvement.

Ensure your feedback and comments are constructive!

Team member Positive feedback given Area to improve Support I could

have given



Team member Positive feedback given Area to improve Support I could

have given



Assessment Record

Title (Our Ref: PLT2/004) Being a Team Worker

Level 2 Credit value 1 Assessment criteria



Assessor comments

1.1 Explain why working together towards common goals is an advantage

Task 1: Recognising the importance of team work. Learner correctly identified the advantages of working together as a team.

1.2 Discuss how to contribute to discussions to reach agreements, managing discussions to achieve results

Task 2: Managing a discussion. Learner identified the skills and language necessary to manage a discussion and can use these to achieve results.

2.1 Explain how to adapt behaviour to suit different roles and situations, including leadership roles

Task 3: Identifying leadership skills. Learner recognises the value of certain skills necessary in a leadership role. Task 4: Roles within a team. Learner identified that different roles may require different types of behaviour.

2.2 Describe why

fairness and

consideration to others

needs to be shown

Task 5: A learning contract. Learner has recognised and recorded examples of how fairness and consideration to others can be shown. Task 6: Why be fair? Learner has correctly identified why fairness to others is important.

2.3 Outline how they would take responsibility, showing confidence in themselves and their contribution

Task 7: Taking responsibility. Learner has identified how they would act responsibly within a team task and show confidence in themselves and others.

3.1 Explain what constructive support and feedback they could provide to others.

Task 8: Supporting the team. Learner has identified how they have to support a team and can provide feedback to others.

4.1 Work cooperatively with others to obtain results

Task 9a: Building Bridges. Learner has demonstrated that they can cooperate with others to obtain results.

4.2 Use appropriate behaviour and show

Task 9b: Providing support & Feedback. Learner has demonstrated appropriate

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respect to others

behaviour showing respect to others in undertaking a team task.

4.3 Support and feedback to others

Task 9c: Learner has provided support and constructive feedback to their peers.

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References

Learning and Skills Network (LSN), (2009) Personal Learning and Thinking Skills, Learning and Skills Improvement Service (LSIS)

EMTA Awards Limited (EAL), Industrial Environment Awareness Self Study Guide, EAL

Additional tutor information on tasks

Thinking out off the box You are required to join the nine dots below using four straight continuous lines. You can start

anywhere on the page but must not lift your pen or pencil from the page until all 4 straight lines

have been drawn.

Task 9– Dealing with change. Once the students have prepared their presentations, tell them they are not going to deliver their

own presentation but that of somebody else within the group. Randomly select partners within the

group and allow sufficient time to familiarise themselves with the content of the presentation. Keep

a record of response and reaction to the change in circumstances and feed this back to the group

after the task.


Declaration of completion – EAL Level 2 Award in Personal Learning and Thinking Skills for new entrants into the Science, Engineering and Manufacturing Sectors (QCF)

Learner name: Date of completion:

Assessor name: Centre Name:

Date

completed Assessor Signature

Module 001 Being a Creative Thinker

Module 002 Being an Effective Participant

Module 003 Being an Independent Enquirer

Module 004 Being a Reflective Learner

Module 005 Being a Self Manager

Module 006 Being a Team Worker

Assessor General Comment

Assessor Signature

Learner Signature

© 2011 EMTA Awards Limited All rights reserved. No part of this publication may be reproduced, stored in retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of EAL (EMTA Awards Limited)

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Documents

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