7.2 Developing a strategy Present notes/records that show you have planned your use of problem-solving skills in tackling a selected problem from your study or work. Your evidence must include: the goals you hope to achieve over 3–4 months or so; you should indicate how these goals relate to the context in which you are working and to your current capabilities; how you planned and explored the problem and set out the next stages of the work, for example, usi
7.1 Evidence required Part A is about showing you can develop a strategy for using and improving your skills in problem solving, that you can monitor your progress and can evaluate your performance and strategy overall. The evidence you present must show what you have done as you worked through the processes of planning strategically, monitoring, evaluating and presenting your work. Part A must relate directly to the work you have selected for Part B. You must present evidence to show you can:
5 Effective use of problem solving skills The purpose of this assessment unit is for you to create a portfolio of your work to represent your skills in problem solving within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your skills in problem solving. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance overall. Using problem-solving skills is n
3 Key skills assessment units This section gives advice and guidance to help you compile and present a portfolio of selected work. You are strongly advised to read through this section so that you have an idea of what is expected. The key skills assessment units provide an opportunity for you to integrate your development of key skills with your work or study. You may choose to concentrate on skills that you need to develop and improve for your job, for a new course, or personally to help you keep abreast of new dev
2 Sources of help This assessment unit is designed to be self-contained. However you might like to access the following sources for support and guidance if you need it. These sources include:
U529_1 Key skills – making a difference: This OpenLearn unit is designed to complement the assessment units. It provides detailed guidance and activities to help you work on your key skills, gives examples of key skills work from students, and helps you prepare an
1 Developing your problem solving skills This Key Skill Assessment Unit offers an opportunity for you to select and prepare work that demonstrates your key skills in the area of problem solving. This unit provides you with advice and information on how to go about presenting your key skills work as a portfolio. In presenting work that demonstrates your key skills you are taking the initiative to show that you can develop and improve a particular set of skills, and are able to use your skills more generally in your studi
Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions:
1 Unit overview
What do we mean by ‘wellbeing’ for young people? How is it shaped by social differences and inequalities, and how can we improve young people's mental and physical health? This unit will examine the range of factors affecting young people’s wellbeing, such as obesity, binge drinking, depression and behavioural problems.
IDS Big Question: Stephen Devereux (IDS) & Thandika Mkandawire (LSE) speak about Social Protecti
This month's Big Questions for Development coincides with the Social Protection Conference being held at IDS. We interviewed IDS Research Fellow, Stephen Devereux and
Thandika Mkandawire, Chair in African Development for the London School of Economics on what are the challenges in delivering social protection?
MBA Insight Repercussions of the Sub Prime Crisis 3.6 Reflecting on dyslexia Throughout this unit, dyslexia has been evaluated as an example of ‘abnormality’, a difficulty, a problem in need of an intervention. However, research has shown that some adults with dyslexia are distinctive, not just in their difficulties, but also in their increased levels of creative reasoning compared to ‘normal’ people (Everatt 1997). West (1997) reports that Nicholas Negroponte, the founding member of the Media Lab at the world renowned Massachusetts Institute of T Don Sull - Third briefing of the crisis compendium Why government guarantees are a double-edged sword Marketing and neuroscience Today's opportunity: embedded marketing Is it time to focus on risk-reduction strategies? 3.6 Collecting and interpreting data In many projects it can be difficult to make comparisons with anything similar. However, there may be quality standards that can be used for one of more of the outcomes, perhaps alongside different targets for time-scales and resource use. Benchmarks are another possible source of comparative data; they have been established for many processes, and data are available from industry, sector and professional support bodies. PediNeuroLogic Exam: 6 Month Old: Normal: Motor - Sitting Aurora with Earth inset
Associate Dean, Julia Tyler, talks to Mica Bevington about the MBA programme at London Business School and shares some exciting new developments on the MBA programme, as well as giving an insight into the applications process.
Viral Acharya, Professor of Finance, talks about the repercussions of the sub prime crisis.
Professor Don Sull discusses the opportunities presented for organisations by the economic downturn, giving noteable examples of successful companies that were forged during previous spectacular adversity.
Professor Julian Franks looks at why banks were so highly levered prior to and even during the crisis. His recent research with Professor Viral Acharya discusses the impact government guarantees have had on bank debt.
Tim Ambler discusses the benefits and pitfalls for marketers of using neuroscience research to understand how the mind works and how companies can take advantage of it
Nader Tavassoli, professor of Marketing, explains why marketing is not just about advertising, it's about people
Richard Punt, Managing Partner of Strategy at Deloitte, discusses the potential outcomes as a result of the ttightening in the willingness for companies to take risk
Independent sitting is accomplished by 6 to 8 months. This baby has good sitting posture (head erect and spine straight) and has enough stability to reach for objects with both hands. He even stretches to obtain an object without loosing his balance. A neuroscience tutorial focusing on those aspects of the pediatric neurological examination that are unique to the child's nervous system, with an emphasis on important neurodevelopmental milestones.
Earths aurora, as seen by IMAGE.
