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Palgrave Study Skills
Skills For Success
This text seeks to enable students to think creatively and constructively about personal, academic and career goals. Individuals are encouraged to identify what success really means to them and to plan an effective path towards achieving their aims. The book is rich in structured, reflective and practical activities that develop essential skills and qualities. There are also materials for recording achievement and preparing for job applications. Students and lecturers delivering personal development planning in higher education should find this a useful guide.
296 pages, Paperback
First published January 1, 2003
17 people are currently reading
286 people want to read
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Displaying 1 - 7 of 7 reviews
November 28, 2017
This was an assigned college read, but I see it intended for use by young students rather than mature ones. The first few pages of my edition were aimed at lecturers, explaining how to use the book and gently pointing out that the lecturer should negotiate with her students as to what results or worksheets she will read; the student has a right to personal privacy. This is warranted as the book goes on to ask students to fill out many grids and forms giving details which I don't believe a lecturer has any business asking. The book has a sticker on it in my college library, saying that anyone writing in the book will be fined. I had to check a few books to get a clean copy.
Instead of asking in very roundabout ways what a student thinks of being able to think for themselves, or if any issues might make study difficult in their family background, I would be more direct. Students might not bother reading a lengthy chapter meandering around the subject of reflective writing. I would give examples: this is what a supportive relationship looks like. This is what a controlling relationship looks like. This is what a manipulative relationship looks like. Are you in any of these?
The book has a British feel and the line-drawn student images are multicultural. Issues covered include creative thinking and team leadership. Towards the end a few chapters get down to preparing interview skills and CVs, but you can find those in many books. Notably this book does not state, as seen in 'What Color Is Your Parachute?' that smokers get hired far less often than non-smokers. I believe that not telling students this upfront is doing them a disservice.
I liked some of the tips although they are not all practical. If a student procrastinates about writing an essay, the author suggests they write out thoughts and reminders on 20 post-its, then another 20. A better idea would be to go to the library and get a small book on how to write essays, then get down to work. Nor does the author wonder why someone is procrastinating. Maybe they don't feel able to write to required standards. Or maybe they are busy with the latest addictive Xbox game, or their girl pal is crying on their shoulder.
I really take issue with a brief comment by the author. She says that before the age of five we are not conscious that we are learning. When I was two my brother started school, and I was told he would be learning to read. So I asked my father to teach me to read, and he did. I was in hospital for a few days aged two and a half, and I was reading stories to the other children. From then on I was learning consciously through reading, from nature books to the encyclopedia and my brother's school grammar books. Therefore I feel the author comes across as dismissive and demeaning towards young children.
Niggles: the author needs to learn when to use who and whom; each other and one another.
I found typos at a glance scattered through the book... Pp ix, 99 x2, 100, 134, 178, 193, 211, 213, 224. I wouldn't mention it only that this is a college work, this is the second edition, and all but two would not have passed a spill chucker.
I borrowed this book from the Dublin Business School library. This is an unbiased review.
Instead of asking in very roundabout ways what a student thinks of being able to think for themselves, or if any issues might make study difficult in their family background, I would be more direct. Students might not bother reading a lengthy chapter meandering around the subject of reflective writing. I would give examples: this is what a supportive relationship looks like. This is what a controlling relationship looks like. This is what a manipulative relationship looks like. Are you in any of these?
The book has a British feel and the line-drawn student images are multicultural. Issues covered include creative thinking and team leadership. Towards the end a few chapters get down to preparing interview skills and CVs, but you can find those in many books. Notably this book does not state, as seen in 'What Color Is Your Parachute?' that smokers get hired far less often than non-smokers. I believe that not telling students this upfront is doing them a disservice.
I liked some of the tips although they are not all practical. If a student procrastinates about writing an essay, the author suggests they write out thoughts and reminders on 20 post-its, then another 20. A better idea would be to go to the library and get a small book on how to write essays, then get down to work. Nor does the author wonder why someone is procrastinating. Maybe they don't feel able to write to required standards. Or maybe they are busy with the latest addictive Xbox game, or their girl pal is crying on their shoulder.
I really take issue with a brief comment by the author. She says that before the age of five we are not conscious that we are learning. When I was two my brother started school, and I was told he would be learning to read. So I asked my father to teach me to read, and he did. I was in hospital for a few days aged two and a half, and I was reading stories to the other children. From then on I was learning consciously through reading, from nature books to the encyclopedia and my brother's school grammar books. Therefore I feel the author comes across as dismissive and demeaning towards young children.
Niggles: the author needs to learn when to use who and whom; each other and one another.
I found typos at a glance scattered through the book... Pp ix, 99 x2, 100, 134, 178, 193, 211, 213, 224. I wouldn't mention it only that this is a college work, this is the second edition, and all but two would not have passed a spill chucker.
I borrowed this book from the Dublin Business School library. This is an unbiased review.
March 5, 2021
Great skills workbook, I'd reccomend every undergrad buy this between their second and final year, if you have a good careers departmentat your university and attend their events along with this, you've got a clear advantage over other students and graduates. Could do with a bit more information in the 'getting back from setbacks' section, especially in this day and age, but the majority of readers may be well prepared enough not to need luck as much as I do!
July 9, 2018
Amazing reference!
November 21, 2019
Nice book for career development
February 27, 2017
Relatively helpful in most cases and has some interesting activities in it that are actually rather fun.
January 28, 2016
Everybody wants to be successful - and in their own way.
I enjoy being very organised.
My desk is always neat.
I always plan my work in detail.
I write lots of lists.
I always use bookmarks.
I tidy my papers away at night.
I work to a strict timetable.
I always meet deadlines.
I need a clear sense of the end goal.
In a library, I prefer to sit near others.
For me, team working is really useful.
I enjoy starting new subjects or projects.
I enjoy being very organised.
My desk is always neat.
I always plan my work in detail.
I write lots of lists.
I always use bookmarks.
I tidy my papers away at night.
I work to a strict timetable.
I always meet deadlines.
I need a clear sense of the end goal.
In a library, I prefer to sit near others.
For me, team working is really useful.
I enjoy starting new subjects or projects.
Want to read
September 28, 2013ok
Displaying 1 - 7 of 7 reviews