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8.4 Carrying out research

During this stage you get down to the business of analysing and interpreting the meanings of all your primary and secondary source material (documents, reports, newspaper accounts, books and articles), in the ways outlined in the previous sections of this unit. As you do so you will be making notes towards your project report. In this connection, it is very important to write down full references for all the material you use as you read each item. Then you can easily find partic
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5.2 The value of the text

We now turn to a critical assessment of the poem as a poem; the question is, is it a ‘good’ poem? To that we should add ‘of its kind’. As we saw, we must judge it as a lyric poem – it would be inappropriate to think of it in the same terms as, say, an epic, because the conventions that govern the epic's form (its subject matter, purposes and formal elements) are very different. It is always important to understand what kind of text you are dealing with no
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4.3 Analysis and interpretation

We have got to the point of recognising that this is a lyric poem, and of thinking that it is probably about a lovers’ meeting. But you cannot reach firmer conclusions about a text's meanings until you have looked at as many aspects of it as you can. I think we need to go back again to the detail of the poem, because the analysis is not full enough yet.

For one thing, there is something odd about the poem's syntax. If you look at the verbs in the first verse you'll see that they are a
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4.2 Meaning and ‘form’

The question remains, what is this poem ‘about’? Or, rather, we should ask, ‘what kind of poem is it?’ Poems (paintings, ideas, music, buildings, historical documents) are not all ‘one kind of thing’. As we become familiar with poetry we learn to distinguish between different kinds of poem, or between different poetic forms.

Epic poems, for example, are extremely long stories about the doings of a noble warrior, voyager, or similar ‘hero’. Other char
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2.1 Reading

Before you begin your interrogation of a text, though, you have to get to know it in a general way. In a sense, you can ‘see’ visual texts (such as paintings, sculptures and buildings) all at once; there they are before you. You can move around them, looking at them from different angles. But with written, aural and moving image texts – in which words, sounds or images follow on from one another – you cannot become familiar with the whole thing until
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Learning outcomes

After studying this unit you should be able to:

  • recognise the importance of interpersonal skills

  • describe how good communication with other can influence our working relationships

  • outline the roles we play in our work groups and teams


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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

All materials included in this unit are derived from content originated at the Open University.


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9.7.1 Negotiate and develop effective ways of presenting the work

As you complete the project, you need to finalise how you will present the work making sure that all involved agree with the decisions. Identify the advantages and disadvantages of the working methods you and others in the group proposed. This may be in terms of resource requirements, legal, health and safety regulations, and so on.


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9.3.4 Plan work with others for achieving the quality outcomes required

If you are doing this to complete a project as part of your study, check if the work is going to be assessed, and make sure you know how marks will be allocated and what criteria will be used. Take time to read carefully any instructions you have been given on group work for the activity – ask your tutor for advice if you are unsure about anything, particularly if this is the first time you have been set a group task. Check whether you will be assessed as a group or as individuals. Will the
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9.3.3 Identify relevant sources of information

Exploring and identifying sources of information is about finding out what you don't know as well as using and adapting what you do know. Group projects and assignments frequently require you to carry out research and this will involve identifying specific resources you may need. For example, think about the materials and equipment that might be needed and whether the group needs to get specific expert advice and support and, if so, where you can obtain this.

It is also important to spe
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9.3.1 Establish opportunities for using skills in working with others

You need to identify activities that will provide you with opportunities for working with others over a period of 3 months or so. This could involve both one-to-one and group situations, such as working on a particular project at work, a group project as part of your course or e-conferencing on a group assignment.

Time out


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8.7 Evaluating strategy and presenting outcomes

This stage of the framework focuses on identifying what you have achieved and how well you have achieved it. It involves you in evaluating your strategy and presenting the outcomes of your work. As you evaluate and assess your strategy, identify aspects of your problem-solving skills that you want to develop further. At the end of this stage, use the records in your Skills File to complete the activity ‘Evaluating your problem-solving strategy and presenting outcomes’ and pull together th
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8.5.3 Negotiate the option to be taken forward

In many contexts problem-solving activities will involve other people. You may need to seek permissions, advice, support and resources from a range of people, such as your tutor, manager, group or team colleagues, or others who may have authority over or be affected by your work.

Some aspects of negotiation are:

  • gaining the co-operation of colleagues, as necessary;

  • establishing the availability of resources, including staffing;<
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8.4.1 Plan your use of problem-solving skills and select methods

Exploring and planning an activity often results in different options, possibilities and ways forward. Some approaches will be more feasible or will interest you more than others. At this stage you need to think about how you will be using your problem-solving skills and how you will assess the overall quality of your work. To help you make these decisions, you may find tools such as concept maps or critical-path analysis helpful in representing the different parts of the problem-solving acti
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8.3.1 Identify opportunities for using problem-solving skills

Where and how will you use problem-solving skills over the next 3–4 months? What opportunities do you have to develop your skills? For example, you may be working on a course project with a defined goal but the best route to that goal is not clear; you might be involved in contributing to the design of a system, improving its performance or investigating the feasibility of ideas; you may be involved in resolving resource or staffing difficulties, or in planning a major event.

Problems
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7.7 Drawing ideas together

This key skill has used a three-stage framework for developing your skills. By developing a strategy, monitoring your progress and evaluating your overall approach, you take an active role in your own learning. But learning does not necessarily follow a path of steady improvement, it involves change: revisiting ideas, seeing things from different perspectives, tackling things in different ways.

You are unlikely to be able to complete your work by working through it from beginning to end
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7.6.5 Identify ways of further developing your number skills

Think about your overall number skills and suggest areas where you feel you need to improve, based on the experience you have gained. You might find it useful to discuss with a tutor, manager, another student or work colleague how you might do this. There may be changes you feel you need to make so that you can move forward, such as trying to extend the facilities and resources available to you, changing the way you study to make best use of the time you have, or focusing on improving your ow
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7.6.4 Evaluate the effectiveness of your strategy

Using the records in your Skills File, look back over your number skills development work and think about how your decisions, and the facilities and constraints of your working environment influenced the way you tackled the task. How effective was your strategy in improving your skills? Identify what was and was not helpful in achieving your goals and outcomes, and assess how your own strengths and weaknesses contributed to this.

Evaluate your achievements against the criteria you estab
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7.6.3 Explain results in relation to your work

You should be able to explain the results of your work, drawing attention to any patterns, trends or relationships you have identified. What are the consequences of your work? Does it support the hypotheses or assumptions you started with? How did you carry out your work? What lines of enquiry did you follow to reach your conclusions? Were there any dead-ends where you felt you could not make further progress, or particular insights that you felt helped you to understand your work better? You
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