IDENTIFY YOUR SKILLS

Are you a strong team player … or a good communicator… or a good listener…or good at
managing your time?

Everyone has a variety of skills they can use in today’s changing world and analysing your
strengths will help you decide which careers to investigate further.

Skills act as a basis for career choice. If you are good at something, this will provide clues
about the type of career that might suit you. By completing the following questionnaires you
will identify your strengths, so that you can then identify careers that use these skills more
than others. Employers all seek a different range of skills but the questionnaires below cover
some of the core ones employers look for are: teamwork skills, communication, planning and
organising and creativity. There are others, but these will help you get started. Complete the
ones you think are important for you - you don’t have to do them all.

You can also use the questionnaires to help you see which skills areas need improving, and
so enhance your employability.

TEAMWORK SKILLS
How do you work with others? Are you a constructive team member and contribute
successfully to the success of a team? Being a good team member is more than having
experienced working in a team – it’s about what you say and do while you are a member that
counts.

Think about a team or group activity you have been part of recently. This could be a
project group for your course, a sports team, organising a social event or work
experience.

Think about specific meetings or incidents. Think about what you said and what
you did.

Put X below on the dotted line in the middle column where you think you currently sit for
each statement. Be honest – no-one is perfect!

Weak team member <…………………………> Strong team member

In meetings:
Interrupt before others
<…………………………> Listen fully to others’ points
have finished
Say nothing <…………………………> Contribute to the discussion
Ignore quieter members Encourage quieter members
<…………………………>
of the team to contribute
Talk at length about
Speak concisely to make
your point, taking up too <…………………………> your point
much meeting time
Respect others opinions.
Demolish others’ ideas Consider others’ points, ask
<…………………………>
at first hearing questions then give an
opinion
Don’t turn up to planning
Always turn up – or send
meetings without letting <…………………………> apologies if can’t make it
anyone know
Promise to do tasks
Do what you agreed to do on
knowing you have no <…………………………>
time
time to do them
Jump topics before Ensure everyone has had
everyone has had their <…………………………> their say before introducing
say new topics
Never volunteer to do Volunteer to do what you
<…………………………>
any of the tasks think you can accomplish
Outside meetings:
Keep others informed of
Don’t tell others when a
developments that affect
change occurs that <…………………………>
plans – in person, by
affects the groups plans
telephone or email
Help others who are
struggling to do their tasks
Get annoyed with others
without being resentful you
who don’t do what they <…………………………> are doing more than them
promised

Diverge from agreed

Keep to agreed actions or
actions because you
<…………………………> consult with others if
think something else is
changes are needed
better
Assume you are
Ask others for feedback
performing OK as a <…………………………> about your contribution
team member
Aware that others may
Put down others who think/approach tasks
don’t think the same <…………………………> differently to you and have
way you do different learning/thinking
styles

Join up the Xs. What does the pattern look like?

Are you:
Mainly strong, but one or two points need improving?
Mainly weak, you need to think about what you say and your approach to tasks. Are
other barriers affecting your performance? e.g. no interest in the team task, poor
English language skills, lack of confidence.
Average. Do you need to identify the areas which need more practice which could
help you become a stronger team member?
What can you do about it?
Get more practice. Identify opportunities – in your course, in part-time work, in
vacations, in extracurricular activities - that will enable you to engage in more team
activities.
Think more about how teams work. Analyse your actions and reactions to specific
incidents when working in a team and how they might appear to others.
Address any barriers stopping you from contributing effectively e.g. if you are an
international student and your English language skills are poor, contact the English
for International Students Unit (EISU) for help.

The University of Kent Interactive Teamworking Skills exercise suggests you should try to
avoid destructive or selfish group roles such as1:

 Autocrat - tries to dominate or constantly interrupt other members of the team.

 Show Off - talks all the time and thinks they know all the answers.
 Butterfly - Keeps changing the topic before others are ready.
 Aggressor - Doesn't show respect to others, comments negatively about them.
 Critic - Always sees the negative side to any argument, but never suggests alternatives. Puts
down the ideas of others.
 Self- confessor - Uses the group as a forum for inappropriate talk about self
 Avoider - refuses to focus on the task or group relationship problems
 Clown - shows non-involvement in group and engages in distracting communication.

COMMUNICATION SKILLS
Employers expect graduates to be good communicators, but what exactly do they mean?
What sorts of actions demonstrate good communication skills? The questionnaire below
covers the three main aspects of communication:
Speaking – with individuals or in groups
Listening
Writing

Think about specific situations. Think about what you said and what you did.

Put X below on the dotted line in the middle column where you think you currently sit for
each statement. Be honest – no-one is perfect!

Weak communicator <…………………………..> Strong communicator

Speaking/listening
Aware of and act on non-
Ignore non- verbal
verbal signals e.g. move to
signals from others e.g. <…………………………..>
another topic, shut up,
boredom, irritation
acknowledge the issue
Listen to and indicate you
Don’t acknowledge that
<…………………………..> have heard others’
someone has spoken
comments
No eye contact when
Appropriate eye contact –
speaking to /listening to <…………………………..> not staring
someone
Interrupt before
Wait for an opening before
someone has finished <…………………………..>
making your point
speaking

1
http://www.kent.ac.uk/careers/sk/teamwork.htm
Use a loud voice to Speak clearly, so that you
<…………………………..>
drown out others are audible
Never ask questions to
elicit more <…………………………..> Ask questions frequently
understanding
Assume someone
Check their level of
doesn’t already know
<…………………………..> knowledge before
about the topic you are
elaborating on a point
telling them about
Use plain understandable
Use jargon or high level
<…………………………..> language or explain any
language unnecessarily
necessary jargon
Think about other things
Actively listen to what
when listening to <…………………………..>
people are saying
someone
Clarify you have interpreted
Assume you have
their point correctly by
understood another <…………………………..>
summarising what you think
person’s point
you have heard
In writing
Use informal ‘texting’
Use standard English in
language to
emails to strangers/ those
strangers/those in <…………………………..> in authority/all professional
authority in emails/all
contacts
professional contacts
Write in ‘essay style’ Use appropriate style for
regardless of the <…………………………..> the occasion e.g. business
situation style, report style
Check sentence
Not write in grammatical
<…………………………..> construction to ensure the
English
text is grammatically correct
Write using elaborate,
<…………………………..> Write concisely
lengthy sentences
Never spell check <…………………………..> Always spell check
Never proof read the
Read the text thoroughly
text – just rely on spell <…………………………..>
and spell check
checker

Join up the Xs. What does the pattern look like?

Are you:
Mainly strong, but one or two points need improving?
Mainly weak, especially in one area e.g. listening?
Mainly weak across all three areas of communication? Are other barriers affecting
your performance? E.g. poor English language skills, lack of confidence.
Average. Do you need to identify the areas which need more practice which could
help you become a stronger communicator?

What can you do about it?

Reflect on what you have said and done regularly. Analyse specific situations which
you feel could have gone better, and think about what you could have said or done
that would have been better.
 Address any barriers stopping you from contributing effectively e.g. if you are an
international student and your English language skills are poor, contact the English
for International Students Unit (EISU) for help.
Ask others their opinion of your speaking, listening and writing skills
Get more practice in your weak areas. Identify opportunities – in your course, in part-
time work, in vacations, in extracurricular activities - that will enable you to develop
particular aspects of your communication skills.

PLANNING AND ORGANISING

Planning and organising skills include the ability to manage your time effectively, prioritise
tasks, and pay attention to the details that leads to successful implementation of a
task/project and the ability to initiate changes to plans if needed.

Think about specific tasks or projects you have been involved with recently. Think about
what you said and what you did.
Put X below on the dotted line in the middle column where you think you currently sit for
each statement. Be honest – no-one is perfect!

Weak organiser/planner <…………………......> Strong organiser/planner

Never on time for
<………………………> Arrive on time or early
meetings/events
Never meet deadlines <………………………> Always meet deadlines
Reflect on your workload –
Rush about trying to fit
<………………………> change things if you are too
everything in
busy
Underestimate the time it Estimate well how long you
<………………………>
takes to do things expect a task to take
Leave tasks to the last Plan in advance and try to
<………………………>
minute complete ahead of time
Do the tasks as they occur
Prioritise tasks in order of
to you, without much <………………………>
importance/deadlines
thought
Vague about when you will Allocate times in your diary for
<………………………>
do tasks specific tasks
Never reflect on your plans
Reflect regularly and initiate
to see if changes are <………………………>
changes to your plans
needed
Once broad ideas in place, Maintain interest right through
<………………………>
lose interest in the detail to implementation of the plans
Make lists/use
mindmaps/project planning
Keep the plans in your
<………………………> software of details to ensure all
head
aspects of your plans are
covered
Get distracted from the task
<………………………> Keep focussed
and go off at a tangent
Untidy approach to Keep paperwork etc tidy/ well
<………………………>
paperwork labelled/ in order
See the task as a whole –
<………………………> Analyse the task into segments
not in its component parts
Think about/discuss plans Schedule time to take action
<………………………>
but never take action on plans
Join up the Xs. What does the pattern look like?

Are you:
Mainly a strong organiser/planner, but one or two points need improving?
Mainly weak across all points? Are other barriers affecting your performance? e.g.
poor English language skills, lack of knowledge about resources that can help you
Average? Do you need to identify the areas which need more practice which could
help you become better at planning and organising?

What can you do about it?

Reflect on a recent situation – whether planning for a deadline or organising an

event. Analyse what you did, when you did it, if the situation could have been better if
you had organised it or yourself differently. Decide how this is going to make a
difference next time.
Address any barriers stopping you from developing this skill effectively e.g. if you are
an international student and your English language skills are poor, contact the
English for International Students Unit (EISU) for help.
Ask others their opinion about your planning and organising ability.
Get more practice in your weak areas. Identify opportunities – in your course, in part-
time work, in vacations, in extracurricular activities – that will enable you to do more
planning and organising than you do normally.

CREATIVITY

What is creativity?

Definitions abound. Although often associated with art and literature, it is an essential part of
success both in the business world and in other organisations.

A good starting point for a definition is outlined in a government report:

‘First, they [the characteristics of creativity] always involve thinking or behaving imaginatively. Second,
overall this imaginative activity is purposeful: that is, it is directed to achieving an objective. Third,
these processes must generate something original. Fourth, the outcome must be of value in relation to
the objective.’ (‘All our futures: Creativity, culture and education', DfEE, 1999).

Employers often put creativity at the core of their business:

‘And because our business is based on innovation, we also encourage people to be continuously
creative, to question assumptions and systems, to challenge each other and build on fresh insights to
find new and better ways of doing things. Within our culture, “we have always done it this way” is the
best reason to think again.’ (Astra Zeneca)

‘Creativity is the lifeblood of our organisation’. (BBC)

‘Fast Streamers think imaginatively and creatively - whether tackling the finer details of the Treaty of
Rome or masterminding your department's move to another building. Big picture thinking, while
focusing on the small details is all-important. You’ll also be expected to challenge accepted ideas and
ways of doing things while still being open to new ideas.’ (Civil Service)
In a business context creativity is usually about being able to come up with new ideas and
concepts and look at alternative solutions to a problem. These ideas often go beyond the
obvious and provoke discussion to encourage alternative ideas to emerge. Creative people
use lateral thinking to transfer ideas suggested for one situation to another, making relevant
new associations between ideas and concepts.

Employers seek those who are imaginative, but who can apply their ideas in the context of
the organisation. The ideas need to be relevant to the situation, time, and place and within
budget constraints. This type of creativity is sometimes referred to as innovation.

If you want to know more about creativity, see www.mindtools.com.

Creativity and you

Think about specific tasks or projects you have worked on recently. Think about what you
said and what you did.
Put X below on the dotted line in the middle column where you think you currently sit for
each statement. Be honest – no-one is perfect!

Less creative <…………………………> Strongly creative

Coming up with new /novel
Adapt existing /others’ ideas <…………………………>
ideas
Rarely come up with any
Come up with several
alternative solutions to a <…………………………>
alternative solutions
situation
Take inspiration from a wide
Use familiar sources to get
<…………………………> range of sources to come up
ideas
with alternative suggestions
Dislike brainstorming
Enjoy using brainstorming
activities in lectures and <…………………………>
techniques in sessions
groups sessions
Analyse a task into
See a task as a whole – not in
segments, without looking <…………………………>
its component parts
at the whole picture
Can put detail to one side, so
Focus on the detail almost
<…………………………> that the wider picture can be
as soon as an idea occurs
visible
Always use tried and tested Prepared to take risks to try out
<…………………………>
methods ideas
Accept a procedure/method/ Regularly think ‘there must be
<…………………………>
process as it is a better way to do this’
Once started thinking about
Often take 'one step back' to
the detail of an issue, find it
<…………………………> get a broader view of a
difficult to take a step back
problem
and take a broader view
Confidently suggest new ideas
Tentatively suggest new
<…………………………> because you enjoy breaking
ideas that occur to you
free from the norm
Rarely make links between Often see how solutions
solutions for one problem <…………………………> designed for one purpose can
and another be transferred to another
Overemphasise Focus less on practicalities
practicalities when thinking <…………………………> when coming up with new
of new ideas ideas
Do not use facts and data to Backs up suggestions with
<…………………………>
support suggestions facts and data
Simply states an idea
Explains and sells the benefits
without explaining the <…………………………>
of ideas
benefits
Uncomfortable with thinking
of ideas on the spot, prefers Happy to generate ideas
<…………………………>
to think things through and quickly and spontaneously
research first

Join up the Xs. What does the pattern look like?

Are you:
Mainly a strong creative?
Mainly weak across all points? Are other barriers affecting your performance? e.g.
poor English language skills, lack of confidence, lack of knowledge about resources
that can help you
Average. ? Do you need to identify the areas which need more practice which could
help you show your creative potential?

What can you do about it?

Develop a better understanding of what creativity is about and do some research into
it. Start with www.mindtools.com
Address any barriers stopping you from contributing effectively. For example, to build
your confidence, gradually try out making more creative suggestions in any teams
you are involved with
Reflect on what you have said and done regularly
Get more practice in situations where you need to be creative. Identify opportunities
– in your course, in part-time work, in vacations, in extracurricular activities - that will
enable you to use more creative approaches than you do normally.

HOW WILL SKILLS ANALYSIS HELP?

1. Use this list of your strengths to do a direct comparison with the skills required by
employers for a specific career of interest.
2. Self awareness is becoming an increasingly important skill to develop. Many
employers expect you to take responsibility for your own development and training
and this is very difficult to do if you have little self awareness. Reflecting on and
analysing your skills will help with your self awareness.
3. When applying for jobs – by CV or application form, illustrate your strengths to
persuade the employer to interview you
4. At interview, illustrate your strengths when answering interview questions
5. When in your job, you can use this knowledge to plan your ‘CPD’ – continuing
professional development – a requirement of all graduate level jobs.

Using your skills analysis

Employers are interested in your skills profile, and how you can illustrate that you are good
at what you claim.

Knowing your skills and strengths is the first step – you now need to be able to illustrate
these – in writing and verbally. Choose a strength from the skills questionnaires on previous
pages. Write a paragraph in each section below about an incident or situation which
demonstrates what you have claimed. Be specific and use detail – avoid general sweeping
statements.

Skill Evidence

Planning and Example:

organising Organised end of term event for my department for 100 people.
Decided on and booked venue, booked DJ, distributed publicity,
printed tickets, organised sales, managed budget. Sold 78 tickets,
70 attended. Planned well in advance – but sales were slow, so
changed plans and increased publicity. Night successful - positive
feedback from those who attended.

I am player-coach of a local amateur football club. I evaluate our

performances after matches by holding discussions with others in
the team, and organise future training sessions and decide on
match day tactics on the basis of such evaluation. (Team logs, my
own notes, reports to club committee)

Skill Evidence

Skill Evidence