Hi buddies,
These are the skills sets which are needed for the getting your work done.
Hope u gain knowledge out of this. It is really helpful.............


üCommunication skills
üInterpersonal skills
üPublic speaking skills
üWriting skills
üCreativity
üDecision making
üProblem solving abilities
üCritical thinking
üAnalyzing skills
üOrganizational skills
üInitiative
üTime management skills
üAbility to “think outside the box”
üAbility to follow through
üComputer knowledge
üGoal orientation
üAbility to synthesize
üPresentation skills
üAbility to function in teams
üLeadership skills
üResearch skills
üAbility to see more than one solution to problem
üAttention to detail
üAbility to see “the big picture” regarding goals
üListening skills
üAppreciation of diverse cultures
üSupervisory skills
üFlexibility – can easily adapt to change

Basic Skills

1. Reading:
Identify relevant facts; locate information in books/manuals; find meanings of unknown words; judge accuracy of reports; use computers to find information.
2. Writing:
Write ideas completely and accurately in letters and reports with proper grammar, spelling, and punctuation, use computers to communicate information.
3. Mathematics
Use numbers, fractions, and percentages to solve problems; use tables, graphs, and charts; use computers to enter, retrieve, change, and communicate numerical information. P>
4. Speaking:
Speak clearly; select language, tone of voice, and gestures appropriate to an audience.
5. Listening:
Listen carefully to what a person says, noting tone of voice and body language; respond in a way that shows understanding of what is said.

People Skills

1. Social:
show understanding, friendliness, and respect for feelings of others; assert oneself when appropriate; take an interest in what people say and why they think and act as they do.
2. Negotiation:
Identify common goals among different parties; clearly present one's position; understand party's position; examine possible options; make reasonable compromises.
3. Leadership:
Communicate thoughts and feelings to justify a position; encourage or convince; make positive use of rules or values; demonstrate ability to have others believe in and trust you because of competence and honesty.
4. Teamwork:
Contribute to group with ideas and effort; do own share of work; encourage team members; resolve differences for the benefit of the team; responsibly challenge existing procedures, policies, or authorities.
5. Cultural Diversity:
Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Personal Qualities

1. Self-Esteem:
Understand how beliefs affect how a person feels and acts; listen and identify irrational or harmful beliefs you may have; and understand how to change them when they occur.
2. Self-Management:
Assess one's own knowledge and skills accurately; set specific, realistic, personal goals; monitor progress toward goal.
3. Responsibility:
Work hard to reach goals, even if task is unpleasant; do quality work; display high standard of attendance, honesty, energy, and optimism.

Thinking Skills

1. Creative Thinking:
Use imagination freely, combining ideas or information in new ways; make connections between ideas that seem unrelated.
2. Problem-Solving:
Recognize problem; identify why it is a problem; create and implement a solution; watch to see how well solution works; revise as needed.
3. Decision Making:
Identify goals; generate alternatives and gather information about them; weigh pros and cons; choose best alternative; plan how to carry out choice.
4. Visualization:
Imagine building, object or system by looking at a blueprint or drawing



Memory Skills

Have you found on occasion that you were unable to recall something learned but actually were trying to recall something "NOT LEARNED" in the first place? Unless the material was learned thoroughly at the time you read or heard it, you, in fact, never had it in your memory. This might be the case in any situation, whether it involves remembering names upon introduction or remembering facts or ideas from classroom lectures. Whenever the recall of information is important to you, the following principles should help you learn to remember:
1. Intend to Remember: We tend to learn in accordance with how much interest, incentive, and intention we have in learning. By the same token, we remember those things that we are motivated to remember, whether we are naturally interested or have created an interest and enthusiasm in learning the subject matter because we realize the ultimate benefits. Intending to remember is, perhaps, the most vital learning task.
2. Selectively Choose Memory Tasks: Attempting to remember everything one sees or hears is an exercise in futility! Selecting the important topics, facts, and ideas and disregarding the least essential elements allows maximum memory to occur. Therefore, when studying, first skim the chapter outline to identify key concepts to be remembered.
3. Understand the Material: A poorly understood concept is difficult to remember because it has little meaning. For long-term recall, it is necessary to understand what you are trying to remember.
4. Review: Immediate review (after class lectures or textbook reading), even if for a few minutes, reinforces learning and remembering of material. The greatest amount of forgetting occurs directly after finishing the learning task (psychologists say within 20 minutes). Try reviewing notes immediately before and after class period to enhance recall.
5. Use All of Your Senses: Sight and hearing are the most important senses in acquiring information. Although both senses should be used, decide whether you are primarily a visual or an auditory learner. A visual learner should take copious notes. Visual learners tend to deal directly with the subject matter, and by taking notes, the material is presented more often and in different forms. Auditory learners should spend more time in reciting orally. For both learning styles, however, mental recitation is important in transferring material from short-term memory. Experts suggest 80 percent of textbook study should be involved in reciting and 20 percent in reading.
6. Associate New Material with Prior Knowledge: Learn new material by associating the new idea with something you already know about and are interested in. As new learning occurs with your later courses, this material will provide additional background with which to associate future learning. An important fact to remember is that the more you learn, the easier it is to learn more because you have a broader base for anchoring new information.
7. Use Short Study Periods Rather Than Cramming: As a general rule, short study periods interspersed with rest intervals are to be preferred over massed practice or cram sessions. The exception to this rule would involve the writing of a paper where organizational tasks would require longer work periods and more intense concentration on the project without break.
8. Organize Material Meaningfully: Large masses of material are less threatening and more easily committed to memory when broken into smaller sections or categories. Envision each fact or idea as a part of that category or section, and then relate the sections to each other. It is also helpful when remembering a list of items to give extra attention and practice to those items in the middle of the list. Those items at the first and last of a list are recalled with greater accuracy than those within the list.
9. Learning by Association: In most cases, understanding the material is paramount in learning. However, there are times when it is necessary to remember facts that seemingly defy organization, in which case mnemonic devices can be helpful. (Example: "Thirty days has September"). This might include phrases or combinations or words which could be associated and adapted to material to be remembered, but mnemonic devices should be used only until you know the material so well that you no longer need them.

PART III: THINKING PROCESSES
A thinking process is a relatively complex sequence of thinking skills.
Concept formation - organizing information about an entity and associating that information with a label. A concept may be defined a perceived relationship between two or more facts.
Principle formation - recognizing a relationship between or among concepts.
Comprehending - generating meaning or understanding by relating new information to prior knowledge.
Problem solving - analyzing a perplexing or difficult situation for the purpose of generating a solution.
Decision making - the process of selecting from among available alternatives.
Research - conducting inquiry for the purpose of confirming or validating one or more hypotheses.
Composing - developing a product, which may be written, musical, mechanical, or artistic.
Oral discourse - talking with other people.
PART IV. CORE THINKING SKILLS
Thinking skills are relatively specific cognitive operations that can be considered the "building blocks" of thinking. The following (1) have a sound basis in the research and theoretical literature, (2) are important for students to be able to do, and (3) can be taught and reinforced in school.
FOCUSING SKILLS - attending to selected pieces of information and ignoring others.
1. Defining problems: clarifying needs, discrepancies, or puzzling situations.
2. Setting goals: establishing direction and purpose.
INFORMATION GATHERING SKILLS - bringing to consciousness the relative data needed for cognitive processing.
3. Observing: obtaining information through one or more senses.
4. Formulating questions: seeing new information through inquiry.
REMEMBERING SKILLS - storing and retrieving information.
5. Encoding: storing information in long-term memory.
6. Recalling: retrieving information from long-term memory.
ORGANIZING SKILLS - arranging information so it can be used more effectively.
7. Comparing: noting similarities and differences between or among entities.
8. Classifying: grouping and labeling entities on the basis of their attributes.
9. Ordering: sequencing entities according to a giver criterion.
10. Representing: changing the form, but not the substance of information.
ANALYZING SKILLS - clarifying existing information by examining parts and relationships.
11. Identifying attributes and components: determining characteristics or the parts of something.
12. Identifying relationships and patterns: recognizing ways elements are related.
13. Identifying main ideas: identifying the central element; for example the hierarchy of key ideas in a message or line of reasoning.
14. Identifying errors: recognizing logical fallacies and other mistakes and, where possible, correcting them.
GENERATING SKILLS - producing new information, meaning or ideas.
15. Inferring: going beyond available information to identify what may reasonably be true.
16. Predicting: anticipating next events, or the outcome of a situation.
17. Elaborating: explaining by adding details, examples, or other relevant information.
INTEGRATING SKILLS - connecting and combining information.
18. Summarizing: combining information efficiently into a cohesive statement.
19. Restructuring: changing existing knowledge structures to incorporate new information.
EVALUATING SKILLS - assessing the reasonableness and quality of ideas.
20. Establishing criteria: setting standards for making judgments.
21. Verifying: confirming the accuracy of claims.




Fundamental Skills
The skills needed as a base for further development You will be better prepared to progress in the world of work when you can:

Communicate
• read and understand information presented in a variety of forms (e.g., words, graphs, charts, diagrams)
• write and speak so others pay attention and understand • listen and ask questions to understand and appreciate the points of view of others
• share information using a range of information and communications technologies (e.g., voice, e-mail, computers)
• use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas

Manage Information
• locate, gather and organize information using appropriate technology and information systems
• access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science,,
mathematics, social sciences, and the humanities)

Use Numbers
• decide what needs to be measured or calculated
• observe and record data using appropriate methods, tools and technology
• make estimates and verify calculations

Think & Solve Problems
• assess situations and identify problems
• seek different points of view and evaluate them based on facts
• recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem
• identify the root cause of a problem
• be creative and innovative in exploring possible solutions
• readily use science, technology and mathematics as ways to think, gain and share knowledge, solve problems and make decisions
• evaluate solutions to make recommendations or decisions
• implement solutions
• check to see if a solution works, and act on opportunities for improvement

Personal Management Skills
The personal skills, attitudes and behaviours that drive one’s potential for growth
You will be able to offer yourself greater possibilities for achievement when you can:

Demonstrate Positive Attitudes & Behaviours
• feel good about yourself and be confident
• deal with people, problems and situations with honesty, integrity and personal ethics
• recognize your own and other people’s good efforts
• take care of your personal health
• show interest, initiative and effort

Be Responsible
• set goals and priorities balancing work and personal life
• plan and manage time, money and other resources to achieve goals
• assess, weigh and manage risk
• be accountable for your actions and the actions of your group
• be socially responsible and contribute to your community

Be Adaptable
• work independently or as a part of a team
• carry out multiple tasks or projects
• be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job done
• be open and respond constructively to change
• learn from your mistakes and accept feedback
• cope with uncertainty

Learn Continuously
• be willing to continuously learn and grow
• assess personal strengths and areas for development
• set your own learning goals
• identify and access learning sources and opportunities
• plan for and achieve your learning goals

Work Safely
• be aware of personal and group health and safety practices and procedures, and act in accordance with these

Teamwork Skills
The skills and attributes needed to contribute productively
You will be better prepared to add value to the outcomes of a task, project or team when you can:

Work with Others
• understand and work within the dynamics of a group
• ensure that a team’s purpose and objectives are clear
• be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group
• recognize and respect people’s diversity,individual differences and perspectives
• accept and provide feedback in a constructive and considerate manner
• contribute to a team by sharing information and expertise
• lead or support when appropriate, motivating a group for high performance
• understand the role of conflict in a group to reach solutions
• manage and resolve conflict when appropriate

Participate in Projects & Tasks
• plan, design or carry out a project or task from start to finish with well-defined objectives and outcomes
• develop a plan, seek feedback, test, revise and implement
• work to agreed quality standards and specifications
• select and use appropriate tools and technology for a task or project
• adapt to changing requirements and information
• continuously monitor the success of a project or task and identify ways to improve



Regards,
Prachi