Transferable Skills in History
Alan Booth, University of Nottingham
|Communication||writing reports, giving presentations, using media (e.g., video, posters)|
|Group Work||leadership, chairing, cooperation, teamwork|
|Personal||independence, autonomy, self-assessment, self-confidence|
|Interpersonal||influencing, counselling, listening, interviewing, assertiveness, negotiation|
|Organisational||time management, project management, objective-setting, project evaluation|
|Teaching and training||identifying learning needs, designing and running workshops, coaching, peer tutoring|
|Learning||reading flexibly and with purpose, note-taking flexibly and with purpose, literature search and review|
|Information gathering||locating information sources, evaluating sources and data, extracting relevant information, interpretation of data, presentation of data|
|Problem solving||problem analysis, creative problem-solving, decision-making|
|Language||oral skills, use of a foreign language|
|Information technology||using word-processing, databases, spreadsheets, graphics, desktop publishing|
|Entrepreneurship||taking initiatives, seizing opportunities, creativity|
Do students feel the need to develop the
e.g., Do they care whether they have the skill? Do they realise the way professionals work?
Are students given advice about using the
e.g., Are they briefed before the first time they use posters about what makes a clear poster?
Are students given examples or models of
expert use of the skill?
e.g., Have they seen you demonstrate a skill? Have they seen an excellent project report before they write their own?
Are students given some form of initial
training in using the skill?
e.g. Are they expected to work in groups without any prior exercises about teamwork skills?
Are students given a chance to practise
the use of the skill?
e.g., Do they have several 'trial runs' before they do the real thing?
Is the practice 'safe' for students so
that they can experiment?
e.g., Are they assessed the very first time they use a skill? Can they get feedback in private rather than in front of the class?
Are students encouraged to experiment and
to take risks?
e.g., Do assessment criteria include and value creativity and innovation?
Is attention paid to the emotional climate
in which skills are developed?
e.g., Do students feel relaxed and safe about using and demonstrating the skill or anxious and exposed?
Do students get feedback on the use of the
Do students get the chance to use the
skill in different contexts?
e.g., Do students write a variety of different types of report on work in teams of different size or on different types of task?
Are students encouraged to follow a
'recipe' in using a skill, or to become flexible?
e.g., Do your students write all reports in the same way or do you see attempts at variety?
In the light of the above, what aspects of your teaching already fosters rapid skills development and what might you pay more attention to or do differently?
This page was last updated on 2 May 2000