Page 23 - Foundations of Learning, 4th Edition (Revised)

Jennifer’s Selected Learning Skills:

Observing: This is probably the most important skill I can work on
in order to meet my goal of becoming a journalist. I can see that it’s
also a really important skill for a successful student.

Exploring Context: In order to write and report, I have to be able to
understand and appreciate how pieces fit into the whole.

Inquiring: Another important skill for my goals. I’m not really shy, but
I do need to learn how to ask the questions that matter
in meaningful ways.

Collaborating: I’ll admit that I’m not a really strong
collaborator...I like to work alone. But I know that
just doesn’t cut it either for my role as a student OR
my future role as a professional journalist. This
one will be a bit of a struggle.

Taking an Interest in Others: I’m already a
‘people watcher’ so I do have a natural
curiosity, but there’s a difference between
watching people (observing) and actually
being interested. Hmm...this one could be a bit
tough as well, but I’m up for the challenge.

Levels of Performance

Performance, as the adage goes, is a “journey not a destination.” No matter where you are right now, you
always have the ability to improve your performance. Your current location in this journey is your current
level of performance. Table 1.2 (on the following page) characterizes five different levels of performance
across four different aspects or areas of a performance.

These areas encompass most aspects of what you do through life. The area of Knowledge deals with
activities and processes such as processing information, understanding, applying knowledge, solving
problems, and conducting research. The Social Interactions area has to do with communicating, relating
with others, managing relationships, and leadership. The area of Attitude includes processes such as being
open to new experiences, actively engaging in life, being organized, and cultivating personal values. The
fourth area, that of Abilities, is most generally concerned with what you actually do with the knowledge
and skills that you have.

You have already demonstrated your commitment to success by enrolling in college. An important next
step in your journey of performance and growth is to assess your current level of performance. Though
self-assessment is never a completely comfortable process, Sir Francis Bacon had a point when he said,
“Knowledge is power.” Having a clear idea of your current level of performance makes it that much easier
to plan how to improve your performance and go from where you are now to where you’d really like to be.

Table 1.2 on the next page is called a rubric. A rubric is a table that identifies characteristics of different
levels of attainment using phrases to describe what each level looks like. This rubric is designed to help
you determine your own level of performance.

Chapter 1 — Improving Performance 17