6. Study skills

2019 ◽  
pp. 97-117
Author(s):  
Emily Finch ◽  
Stefan Fafinski

This chapter discusses study skills for criminology students. It includes practical advice on different approaches to note-taking and organizing notes, time-management and planning, working with others, and getting the most out of seminars and lectures. It also includes an introduction to personal development planning (PDP) as a means of reflecting, planning, and taking action in respect of personal, educational, and career development.

2021 ◽  
pp. 203-235
Author(s):  
Emily Finch ◽  
Stefan Fafinski

This chapter focuses on the skills needed to study law. It begins by describing how a law degree is structured and what sorts of activities students are likely to take part in as part of that degree. It then discusses lectures, seminars, and tutorials; note-taking; working with others; time management; learning from feedback; and personal development planning.


Legal Skills ◽  
2019 ◽  
pp. 191-220
Author(s):  
Emily Finch ◽  
Stefan Fafinski

This chapter focuses on the skills needed to study law. It begins by describing how a law degree is structured and what sorts of activities students are likely to take part in as part of that degree. It then discusses lectures, seminars and tutorials, note-taking, working with others, time management, learning from feedback, and personal development planning.


Author(s):  
Emily Finch ◽  
Stefan Fafinski

This chapter focuses on the skills needed to study law. It begins by describing how a law degree is structured and what sorts of activities students are likely to take part in as part of that degree. It then discusses lectures, seminars and tutorials, note-taking, working with others, time management, learning from feedback, and personal development planning.


Author(s):  
James Davey ◽  
Peter Lumsden

As in many other UK institutions, the implementation of Personal Development Planning (PDP) has been varied across the University of Central Lancashire (UCLan). This is due to a number of factors, including a limited understanding by staff of the underlying principles of reflection and their own personal development as practitioners. In the past, workshops with staff on PDP were often met with resistance and poor attendance. As an alternative, we have sought student perceptions of PDP, in the hope that these could be used to engage and influence members of staff. Year one students from ten different courses were given a session on PDP at the end of which they produced posters representing their perceptions of PDP for their course. The terms in these posters were coded and placed in appropriate categories then ranked to allow for comparisons between groups. Individual priorities for immediate action were captured on post-it notes. A year later the same students were surveyed once again and individual perceptions were captured by a questionnaire. Groups were shown their original poster and asked to create a new poster in the light of a year's experience.First years' posters had elements of theoretical frameworks for PDP, with about half showing an idea of progressive development over time; posters from second years were less theoretical and instead reflected real-life experiences, with fewer terms but more extensive wording, and less focus on stages of development and forward planning. Second year students also showed evidence of engaging in PDP at an individual level with many reporting achievements in aspects such as time management which they had mentioned in year one. We conclude that students are able to recognise their development needs, and their achievements, but that the planning element of PDP is less well recognised.


Upravlenie ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 80-91
Author(s):  
Yu. A. Filyasova

The aim of the study is to analyse opportunities for career development of organizational personnel. The object of the study includes processes providing organizational career development. The subject of the research is interdependence between personal professional development of employees and organizational performance. The research methods are description and analysis.The processes providing career progression can be divided into direct, actively encouraging employees to improve professional skills, and indirect, creating favourable work environment and commitment to achieving organizational relevant goals. Under the modern conditions of societal transformations, it is highly important to pay closer attention to interrelation between personal development and organizational aims since a customary vision of career as vertical climbing a corporate ladder is receding into the past. Opportunities for continuous training, entrepreneurial activity, and multiple vacancies are changing a vision of career as a finite process within an organization. An essential role in the system of personnel management should be played by employee career development planning which establishes connections between financial and nonfinancial incentives, on the one hand, and employee performance, on the other hand, – with respect to their personal interests, social characteristics and motivation level.The author concludes that two opposite tendencies influence personnel management system functioning: change and conservation. The necessity for change is caused by transforming market and social conditions, employee personal growth, and organizational life cycle. The tendency for status quo conservation is dictated by the desire of any system for stability and sustainability.


Author(s):  
Оксана Чуйко

The paper contributes to efforts to theoretically analyze possible psychological approaches personal gender-role conflict in career development, selected in terms of causes and peculiarities of its manifestation. We suggest considering such approaches at two levels – personal and orga­ni­zational ones. Personal level involves generating achievement motivation and psychological cri­teria for success; developing emotional competence; analyzing career and family values, identifying immediate life goals; analyzing family concepts; family counseling; psychological work with men aimed at maintaining parental identity; developing role competence; time management; psycho­logical analysis of individual gender identity and gender experience; challenging gender stereo­types. Organizational level includes developing family-friendly workplace culture, relying on gen­der-specific approach in staff coaching.


Author(s):  
Do Vu Phuong Anh

This research presents the results of applying the theory of competence framework to evaluate the current competence of middle management in enterprises, in the case study of DOJI Gemstone Jewelry Group (DOJI Group). By using in-depth interviews and survey through questionnaires, the research results show that the middle management level at DOJI Group has satisfied relatively well the most competencies of the professional competence group, executive management competence as well as personal development competence. However, some of the competencies that need to be further improved include time management, training and leadership competence, innovation and learning competence. The solutions given are for reference by DOJI Group and other private enterprises in Vietnam in the assessment and development of middle management level.


Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.


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