10 ways to improve your digital skills from your desk

Posted by & filed under AATPowerUp.

Developments in technology are moving at such a rate that it’s difficult for even the youngsters to keep up!

But it defines so much of people’s work and personal lives these days that it’s important to make a continuous effort to understand the digital world, even if it doesn’t come naturally to you. Try to learn little and often, when you’re at work or at home.

Digital skills to master:

  • Automation
  • Communication
  • Marketing
  • Analytics
  • Design
  • Development

10 ways to improve your digital skills from your desk:

1. Read books

For an in-depth insight on a particular digital topic, look for a GOOD book. Take it on your lunch break or commit to reading one chapter or for 20 minutes a day at your desk.

2. Read blogs

Whatever you’d like to learn more about and whatever level you’re already at, there’ll be a blog out there for you (just like this one!) Blogs normally take between one and fifteen minutes to read so they’ll give you a bite-sized hit of knowledge that’s perfect while you’re taking a coffee break. And by reading recently published blogs, you’ll be getting the most up to date information that’s not always possible from a book.

3. Watch YouTube

Another way to learn about digital, digitally! And you don’t even have to read. There are YouTube videos for everything and it’s not just a website – it’s the world’s second largest search engine.

4. Find a teacher

Ask someone digitally savvy in your office to help you learn. You could swap skills or they could run a seminar for a group of colleagues who are interested in the same topic.

5. Take a course

If you find it hard to dedicate time to self-learning then committing to a course – either online or classroom-based – might be what you need. If you can make a case for it being relevant for your career development then it’s worth asking if your workplace will fund it.

6. Teach others what you’ve learnt

Consolidate your new knowledge and ‘pay it forward’ by teaching what you’ve learnt to others. You could do this one on one, host a presentation or write a blog post about it.

7. Get analytical

Secret (or not so secret) geeks will benefit from beginning with looking at the digital stats behind the scenes. Understanding the analytics behind digital marketing platforms (for example, websites, social media and email) is the most important part but also the bit that a lot of people don’t master. Once you’ve understood the numbers it will be easier to work out what affects them and how.

8. Use your hobby

The best way to learn is normally to simply get stuck in. Take a hobby or something you’re passionate about and start your own digital project around it – set up a social media account, start a blog, make a video, record a podcast or build a website using a tool like Squarespace. Use them, test them and make mistakes.

9. Be social

You might not want to post on Facebook or tweet on Twitter but watch what others are doing that works and what doesn’t. What do you like and what don’t you? What type of content makes you ‘like’, click through or interact in another way? A large percentage of Twitter’s active users don’t actually tweet but just use the network to ‘listen’.

10. Book an event

London alone plays host to over 20,000 tech-related events every year and a lot of them are free to attend. You can go along to listen to talks, join up with communities of like-minded people and start working on projects together. Use Meetup to find events that are local to you.

5 digital book recommendations to get started with:

● Hacking Marketing: Agile Practices to Make Marketing Smarter, Faster, and More Innovative by Scott Brinker
● Digital Darwinism: Survival of the Fittest in the Age of Business Disruption by Tom Goodwin
● Leading Digital: Turning Technology into Business Transformation by George Westerman, Didier Bonnet et al
● Likeable Social Media, Third Edition: How To Delight Your Customers, Create an Irresistible Brand, & Be Generally Amazing On All Social Networks That Matter by Dave Kerpen
● Influencer: Building Your Personal Brand in the Age of Social Media by Brittany Hennessy

How to reward yourself after assessments

Posted by & filed under Ready, Set, Go.

Rest is, as they say, just as important as hard work.

So how can you reward yourself for studying and revision and make sure you maintain a sense of balance during your assessment?

We asked our students this very question, and received an interesting array of answers.

Rewards for studying

AAT student Charlotte Woodworth, says she tries to set herself realistic goals about what she can achieve while studying.

“When I’m working on a module, I make sure to take little breaks so that I don’t get overwhelmed. This is usually when I say to myself “at the end of the next half hour, I can have a smoothie, a cup of tea or a walk.”

After sitting an assessment, Charlotte rewards herself with a special ‘treat day.’

“I eat whatever I like and try and do something nice to relax, like a long, luxurious bath with a nice bath bomb,” she notes.

Instant treats after assessments

Phil Toomer MAAT, an accounts tutor, says that when he was studying he always tried to book an afternoon exam.

“In the morning I would do an AAT practice assessment to get ready. Then, after the exam, I would go to a restaurant or pub that I’d never been to before and treat myself. I called it my post exam meal.”

After Phil sat his final exam he also rewarded himself with a Nintendo Switch. “I’m a big fan of games and gadgets so it seemed like a suitable reward.”

Preparing yourself for assessments

Charlotte says she tries to give herself a week off studying to let her brain settle down so that she doesn’t get too stressed or anxious.  

“If I’ve passed the exam then great. Happy days. I have a motivational song that I put on that’s reserved solely for passing exams, and I share my success with my family and friends on social media. The following weekend I’ll do something nice, so either a meal out with my partner or going on a day trip somewhere.”

Acknowledge your journey

If, for whatever reason, you don’t pass the assessment, it’s important to be kind to yourself and acknowledge how it has made you feel, Charlotte advises.

“Fortunately, I’ve only ever failed one assessment, but over time I’ve learned that the best way to deal with that is to first allow yourself to feel all of your emotions, whether you’re upset, angry, disappointed or a mix of all of the above, you need to just feel how you feel then you can move on,” she says.

Once you have gathered your thoughts and accepted it, you can use the failure as a springboard to motivate yourself again.

“I think you should get straight back on it – look at why you failed, get extra feedback if necessary and think how you’re going to ace it next time,” Charlotte says.

Passing the final assessment

“Aside from leaping around the living room and messaging every person who I can think of , I always have a holiday/mini-break,” says Charlotte.

“Once I finish the Professional Diploma in Accounting, I’ve decided that I’m taking myself off on a lovely relaxing spa weekend. Once I have MAAT status, I’m planning a holiday in the sun with my long-suffering, but incredibly supportive partner!”

Read more tips on Excel here

Browse the full range of AAT study support resources here

Are millennials the answer to the digital skills gap?

Posted by & filed under Digital skills, Digitisation, Employers, Recruitment.

Employing tech-savvy millennials seems an obvious short cut to help businesses keep up to speed with the digital revolution.

After all, the members of the millennial generation have grown up on digital devices. So they should be a big asset when it comes to getting ahead in the digitally-driven world.

Indeed millennials do have a lot to offer. But a complete solution is more complex.

A 2018 study by global consulting firm Accenture has highlighted that G20 countries face missing out on as much as $1.5 trillion in GDP growth over the next ten years if they fail to adapt to the new technological era.

And if the failure to close the digital skills gap continues, the UK economy alone could forfeit as much as £141.5 billion of the GDP growth, promised by investment in intelligent technologies over the next ten years.

Are millennials always digitally literate?

First, a reality check. Millennials may know a lot. But they don’t know everything.

“Tech-savvy doesn’t necessarily mean digitally literate,” explains Mark Frydenberg, senior lecturer in Computer Information Systems at Bentley University, a leading US business school in Boston.

“Millennials are proficient in using social and digital media as personal tools for communication and collaboration. They need to learn to translate those skills into the workplace, and be aware of the workplace environment differences that result when using personal tools in a business context,” he said.

Digital natives they may be, but be wary of tunnel-vision setting in when you are recruiting. Traditional skills, and digital skills developed in the workplace, are still just as vital.

“Millennials who have grown up with devices need to understand not only how to use them with savvy, but also effectively and ethically,” advises Frydenberg.

Recruit staff with useful digital skills

Companies should avoid assumptions when recruiting. They need to follow a thorough process to establish exactly what skills candidates have.

For example, millennials are more likely to think smartphone than computer when it comes to tech. They are twice as likely to own a smartwatch than previous generations. But they are less likely to own a computer or tablet.

Potential candidates exist who are both digitally aware and savvy business professionals. Millennials are more likely to be the proactive digital explorers that businesses need. But it’s essential to carry out due diligence to find out where their technical curiosity has led them.

Accountants level up their digital skills
Accounting and finance students at Bentley University now choose the computer information systems course – where students learn skills such as database technologies, web development, programming and data modelling – as a companion course. Students realise that “when they enter the workforce they are going to need those [essential digital] skills, regardless of what they do for real,” said Frydenberg.

Train for potential

Be wary of overlooking the potential in your current staff.

Upskilling has several benefits for individuals and the company as a whole, which we discuss in further detail in our article, How to smash through the skills ceiling.

“Organisations need to hire workers with these [digital] skills, or give current workers the opportunity to develop their skills so that employees and the companies they work for, can continue to succeed,” advises Frydenberg.

Skills gap
Recent research found UK businesses are missing out on a pool of untapped talent because they are not upskilling their employees. The UK is spending just two-thirds of the European average on adult training, and investment is in decline.

The cross-generational approach

The sweet spot for organisations is not in choosing between ‘either’ millennials ‘or’ existing staff. It’s making the most of both.

“Pairing younger tech-savvy workers with older business professionals to create a cross-generational dynamic in the workforce can enable companies to succeed,” recommends Frydenberg.

This translates into a powerful multi-pronged approach for creating your digital workforce. Recruit millennials to bring in digital natives who will propel you forward, but also bring in more experienced employees who have learned those digital skills you need through experience. And unite your team internally by fostering a culture of partnership between colleagues.

Adam Smiley Poswolsky, a millennial workplace expert, and bestselling author of The Quarter-Life Breakthrough and The Breakthrough Speaker, agrees that the synergy of bringing together young people with digital skills and older people who have industry experience works well.

“When you have both [digital skills and business acumen] that’s where you get innovation, creativity, shared learning, progress, the knowledge exchange, the mentorship, the coaching, and so you get the win-win,” he said.

How to address an uncertain future

According to the Deloitte Global Millennial Survey of 2019, growing up in a world of accelerated transformation leaves millennials and Gen Zs feeling unsettled about the future.

“I think that nobody understands actually how deep and impactful this kind of new wave of automation is going to be. Nobody wants to be transparent and authentic about how many jobs are going to be lost,” said Poswolsky.

Uncertainty at the highest level of leadership can trickle down, leaving lower level staff with a lack of stability or confidence in their future. Every firm and industry needs a team of people focussed on the potential future impact of technology and how to deal with the consequences for employees, Poswolsky said.

“What I’m getting at is a deep kind of honesty that this is a big thing and we need to address it,” said Powolsky.  “It’s about the preparedness and the communication around it. And I think it’s not just how to use the technology but what the technology means.”

Summary

Are millennials the key to creating a digital workforce?

No. But they are certainly an important part. Experts recommend an attack on multiple fronts in order to create a robust digital workforce.

Recruitment of both millennials and more experienced employees is advised, but perhaps the biggest challenge is in creating the right culture within your company to ensure cross-generational collaboration, leading to innovation and progress.

Click to read more on how to create a great culture for success.

Study tips: the non-current assets cycle – part 2

Posted by & filed under Advanced Diploma, Students.

The second article of our series on the non-current assets cycle.

Study Tips: Non-current assets cycle series

In part one we started looking at the cycle of buying, owning and disposing of non-current assets. 

We discussed IAS 1 and how the application of materiality allows organisations to tailor accounting policies to make them appropriate for individual business needs.  We also looked at the Standard’s fundamental accounting concepts and set objectives, with which organisations must be compliant.

Here is the invoice for the machine LMO Ltd decided to buy at the end of its acquisition of non-current assets process:

The invoice shows us that not only did LMO purchase a new machine but that the purchase price was reduced by a part-exchange allowance of £1,500 as an old machine must have been sold to Clever Engineering Solutions in part exchange for the new one.  We can also see that the supplier provided training on operating the new machine and cover against breakdowns.

There are a number of elements to the transaction that LMO has made so we’re going to look at each individually.

Capital or revenue?

As we are interested in the non-current asset cycle we first need to decide which items on the invoice are relevant to it, in other words, which are capital expenditure and which revenue.

Capital expenditure is defined as:

Expenditure on the purchase or improvement of non-current assets.

Revenue expenditure is defined as:

All other expenditure incurred by a business that is not capital expenditure.

Therefore, looking at the three items of expenditure on the invoice, the machine is capital expenditure and the training and breakdown cover are revenue.  Simple, right?  Unfortunately not, it would be correct if the training and breakdown cover were not related to the new machine and is in fact correct for the breakdown cover.  But how can two items of revenue expenditure be treated differently?

The answer is contained within IAS 16 Property, Plant and Equipment, which says that any costs directly attributable to bringing the asset to the location and condition necessary for it to be capable of operating in the manner intended by management, can be capitalised.  The key to identifying which items of revenue expenditure can be capitalised and which cannot, is applying the words ‘directly attributable costs’.

When we apply them to the training and breakdown cover, we can reason that the machine will not be operational unless someone is initially trained to use it, however, it will be perfectly functional regardless of whether breakdown cover is in place or not.*

We need to be really careful when analysing capital expenditure documents as often revenue expenditure is often made at the same time and therefore on the same invoice.  The revenue cost must be identified and posted to the appropriate account(s) in the general ledger so that it will be written off at the end of the year on the statement of profit or loss (SoPL) and only the capital expenditure, and any other directly attributable costs, are included as the cost of the non-current asset.

Double-entry bookkeeping for acquisitions

Now let’s look at how we should record the cost of the new machine in our accounting records.  We’ll assume that LMO Ltd is VAT registered.

The cost of the capital expenditure is £9,810, the net value of the machine and the training:

The revenue expenditure is £200 for the breakdown cover:

The VAT is recoverable:

This gives us £11,712 worth of debits but the total amount due to the supplier is £10,212:

As they stand the postings do not fulfil the accounting concept of duality because the total debits do not match the total credits.  This is because an old asset has been sold in the same transaction as a new one being bought and the resultant part-exchange allowance has reduced the amount owed to the supplier.  In reality a part-exchange allowance is both the sales proceeds from the disposal of an asset as well as part of the value of a new asset.

As the total value/cost of the new asset has already been debited to the machinery at cost account, the acquisition function of the part-exchange allowance has already been fulfilled.  Therefore, the disposal function needs to be completed and this means posting £1,500 to the disposal account:

Now the total debits match the total credits and the invoice has been processed correctly.

Recording capital expenditure in the non-current asset register

Now we have entered all the postings from the invoice into the accounting records we also need to record the acquisition of the machine in the non-current asset register. It is important to note that the register is not part of the double entry system but is used by businesses to organise key information about non-current assets and keep it all in one place.

Below is an extract from LMO Ltd’s non-current asset register:

We already have a lot of the information we need in order to add the new acquisition.  The date and machine details are on the invoice, the cost is the full amount of the capital expenditure we posted to the machinery at cost account and the funding method is cash, as there is nothing to indicate that payment will be paid in any other way, than in line with the terms on the invoice.

In the final part of this series we will focus on the middle of the non-current asset cycle by looking at what accounting treatment will be applied to the new machine with regards to depreciation.  We will also consider what needs to happen to complete the process for disposing of the old machine that has been part-exchanged.

*  Please note that subsequent or wider staff training is not capital expenditure – only the initial training.

Browse the full range of AAT study support resources here

How are you making ‘day one’ great for new staff?

Posted by & filed under Employers.

One of the most common complaints from employees leaving a company is that they felt unsupported and didn’t have a thorough induction process at the start.

Alison King, managing director of Bespoke HR says “This is such a wasted opportunity when you have spent time and money recruiting, only to lose new recruits within the first few months. Getting a good on boarding process sorted is crucial to retaining good staff,” she notes.

So how can you ensure you make the first day great for new starters and get them fully on board from the moment they walk in?

Keep the candidate experience at the heart of recruitment

Eloise Bell, senior consultant at GradConsult, says: “Keeping candidate experience front and centre of your recruitment and on boarding process is key to bringing, and keeping, the best talent into your organisation. Turning your new employees off with a first day of mind-numbing policies and procedures is one of the worst things you can do.”

Introduce them before they start

“The key to a successful first week is to integrate the candidate and educate staff before the candidate officially starts with a company,” says Lee Owen, director at Hays Accountancy and Finance.

“This might involve supplying a new recruit with induction packs to help them understand the business, introducing them to colleagues and key stakeholders before day one or allocating a peer or ‘office buddy’ to support them in the beginning,” he notes. Introducing them early on will also be a good indicator of how they will get on with the rest of the team.

Find them a buddy

Laure Moyle, who joined Bibby Financial Services in May of this year, says first impressions are really important. “I love the fact that I was given a buddy, a colleague who has worked at Bibby for many years, on my first day. And that they take the time to check in on me and how I’m progressing with my understanding of the business,” she notes.

“I’ve also found the intranet portal really helpful and have generally been seriously impressed by the time and commitment they have taken to help me settle into the company.”

Don’t underestimate the importance of a good induction programme

“Think about ‘why’ you recruited them, and how you can bring that ‘why’ to life via a fabulous induction,” Bell advises. “How can you share the best parts of your organisation and bring their role to life? Who can you introduce them to within the team to build relationships quickly?

What development areas did you identify during the recruitment process and how can you invest in this via training/coaching/mentoring? What information can you share in advance so they can get up to speed more easily and hit the ground running?”

By implementing some of these initiatives, Bell says, you will develop an induction process that creates a sense of belonging quickly and get a quicker return on your investment from your talent.

Plan the first week

“It might sound obvious, but schedule in meetings with their line manager to talk through the business, provide a good background to the company (which includes the nitty gritty like where things are, how to work equipment, dress code, working hours and when to take lunch),” King advises.

“Let them know what’s expected of them in the first week and who they can talk to if they need help.”

Take them out to lunch

There’s no such thing as a free lunch, or saying the goes, but there probably should be when it comes to taking a new employee out on their first day. Taking them out of the office should help break the ice and make them feel a bit more at home.

Set monthly review plans

King also recommend setting monthly review meetings. “Plan when you will meet again to check on their progress, which should hopefully make them feel supported,” she notes. “If you can host a review meeting within the first three months (during the probation period) this will help to iron out any potential issues or teething problems.” 

Keep things real

Owen says you also need to ensure you manage their expectations from the start. “Our Hays What Workers Want 2019 report revealed that almost half of finance professionals (44%) have left a job within the first 12 months because it didn’t match the expectations they were given during the application and interview process,” he notes.

“Therefore organisations are strongly advised to deliver a strong and realistic on boarding process to benefit the candidate and the organisation for the future.”

 

How to stay productive throughout the day

Posted by & filed under Members.

Do you start the day at work with the best intentions? You’re fully committed to putting in a great day’s work, but when the clock strikes five your in-tray is still overflowing and you haven’t accomplished half your tasks?

Then the next day comes and you’re stuck on the same, ever-speeding hamster wheel. Welcome to your own groundhog day.But it doesn’t need to be this way. There are ways of improving your productivity throughout the day.

Craft your ideal routine

We’ve all heard of circadian rhythms and how they affect the way we feel depending on the time of day. They are often blamed for why we are usually more alert in the morning and less so in the afternoon.

‘There is no single answer as to the most productive hours’ says Career Consultant and Chartered Occupational Psychologist Sherridan Hughes. ‘It is well known that we have larks who are up early and ready to go, and night owls who come into their own later in the day’.

Tip: A healthy lifestyle and healthy eating, (including breakfast) avoiding over-indulgence and having a suitable amount of exercise and sleep will mean that the brain will have the best chance of functioning at its best.

Nikki Norman, FMAAT AATQB, a senior accountant at PaperRocket Accounting, advocates sticking to a routine to stay productive. ‘I set my alarm, get ready and have breakfast all before my toddler wakes. I have recently started incorporating a five minute Tai Chi routine into my morning ‘

Tip: Getting into a routine can help with productivity – setting an alarm for the same time each time each day can help with this.

Prioritised work vs reactive work

When she gets into work, Nikki first goes through all her emails and prioritises them. ‘I will then sit and make a list of things I need to get done first, I find that if I don’t, everything I have to do swims around in my head and I tend to get stressed and it’s hard to get things dealt with.

Nikki tends to do her reactive work in the morning – such as emailing clients – and does the longer term work such as preparing accounts in the afternoon.

She adds: ‘I always try my hardest to finish at 5pm and with a clear email inbox. I hate going home knowing I’m going into the next day with work carried over’. But she says that she does sometimes work from home if needs must.

Own your own productivity

Professor Chris Lewis of Aver Psychology takes a different approach, says there is one simple step to improving your productivity which has nothing to do with what work you do at what time of the day.

‘You need to take the view that it is your fault if you are not being productive enough rather than blame someone or something else. Psychologically, we call this ‘attribution effect’. This says we attribute our successes to ourselves, but our failures to others.

Tip: If you think you aren’t being productive enough at work then you need to own this problem and do something about it.

Hughes adds that being too fussy and thorough can seriously eat into one’s time. Perfectionists are the world’s worst for indecision and procrastination: they can also always find all manner of things they need to do in order to feel in control before they start. However, the key is actually to just start’.

Feeling listless?

Professor Lewis adds that while making lists of what you need to do during the day can work, it’s only a good idea ‘if you are the kind of person who likes making them and, importantly, will actually keep to any list they make.

But we are not all planners: some of us are spontaneous and lists will be pointless for them’. Hughes adds: ‘Many people write lists but things will not necessarily be in the right order or they may spend too long on the first things and then run out of time for more pressing items.

‘It is important to stand back and look at the bigger picture and consider timescales and deadlines as well as order. Ticking things off that list will be inspiring and satisfying and will remind you how much you have actually achieved’ says Lewis.

Summary

It’s clear that no two people are the same and what works for one person won’t necessarily work for another. But by planning your day and prioritising tasks this will enable to you to see the bigger picture. If lists don’t work for you why not set yourself a task for the day and work towards that. And remember to spend some time praising yourself for what you’ve achieved rather than berating yourself for what you have not.

What to do 24 hours before your assessment

Posted by & filed under Ready, Set, Go.

You’ve been diligently revising for weeks.

You’ve completed past papers, have post-it notes everywhere, and even have flash cards to help you remember important points.

But now with just 24 hours left until your assessment, what can you do to improve your chances of success?

And what last-minute actions will have a damaging impact on how your assessment goes?

Keep calm and carry on

The first thing to do is not to panic. Stick at what you’ve already revised and make sure you know that really well.

If you’ve not left it all to the last minute, then you have the luxury of being able to plan your last day with plenty of downtime.

Lucy Parsons is an academic coach and Cambridge graduate who writes and advises those taking school and university assessments.

“For you, the night before should be all about rest and relaxation. You might want to cast your eye gently over your revision notes or get someone to test you for one last time. However, hard-core brain work should not be your emphasis”.

She adds that you should make sure you eat properly, that you take exercise, relax and get an early night.

“Being relaxed and well-rested with your blood heartily circulating around your body is the healthiest way to prepare. It will mean that in the morning your mind is sharp, read to dredge up everything you’ve revised and nimble enough to make the most of what you know even if you can’t give the perfect answer to the question in front of you”.

Squashing the tomato

By now, you’ve probably got your revision technique nailed. If not, then perhaps it’s time to consider the tomato. The pomodoro technique is a time management method developed by Italian Francesco Cirillo in the 1980s.

It’s named after the tomato-shaped kitchen timer cirillo used – pomodoro being the Italian for tomato. It basically boils down to setting your timer for a set period – usually 25 minutes – then working on a task until the timer goes off. You then take a short – three to five minute break – and make a mark on a piece of paper.

Then, reset the timer and do another 25 minutes plus break and make the mark. When you’ve accumulated four marks, take a longer break – 15-30 minutes – and then start the process again.

The combination of visualising and tracking is what makes the technique work – and it also teaches useful time management for when you take your assessment.

A long way to go?

Planning a revision timetable (and keeping to it) is great. But perhaps life has got in the way and you’re behind with your revision.

Now there’s 24 hours to go and you’re panicking. There’s no point in obsessing about what might have been. If you’ve left it to the last minute – or suddenly realise there’s a serious gap in your revision – what can you do now?

Realistically, you aren’t going to be able to learn every single subject in depth. So instead, concentrate on the main themes, which are likely to turn up – past papers are helpful, as is advice from your online tutor and peers.

In addition, there’s nothing to be gained from trying to cram in too much without a break. You won’t retain things unless you take regular breaks – and you’ll just exhaust yourself before the exam. But you can do concentrated revision now – and retain the knowledge.

Get rid of distractions: this means not being waylaid by your phone or the internet. Consider turning both off. When you revise, try reading your information out loud, recommends Parsons: just reading silently won’t help you learn.

Always get a good night’s sleep: there’s nothing more likely to hamper your success than being tired when you take your assessment.

Good morning?

There are things you can do first thing in the day. Have a proper breakfast (certainly not just coffee). Make sure you leave in time for the assessment.

Have a look over any key pointer notes you have made – but don’t do too much. Don’t text others doing the assessment, the last thing you need is to panic each other.

And good luck: stay calm and focused and you’ll ace it.

Browse the full range of AAT study support resources here

Preparing to sit your assessment

Posted by & filed under Ready, Set, Go.

The final stage of each unit is often the part people have most trepidation over, firstly don’t forget everyone is here to help and will.

Find out ahead of time when and where your assessment is. If you are studying with a training provider, they will normally book it for you. 

Give your tutor your AAT number so they can make sure you’re booked into the assessment. Also ensure that you’ve advised AAT of any changes in your name and address.

Ready, set, go

You’ve done your revision, you know your topic and you’re ready, so what now?

  1. Calm down, prepare yourself mentally, go for a walk or go to the gym, any activity which calms the mind.
  2. Ensure that you’ve eaten and drunk enough before the assessment, but not just before so you must go to the toilet.
  3. Ensure that everything outside your assessment is planned, so that when you go in, you can focus fully on the questions and not worry about who is picking up the children etc.
  4. Take ID with you, the invigilator needs to identify who you are. It needs to be photo ID with your name on it. Especially if you’ve recently changed your name, ensure it matches AAT records.
  5. Know where you’re going, where you’ll park and give yourself enough time to deal with traffic.

This means you arrive at your assessment in the best possible frame of mind, ready to share all your knowledge with the assessor.

Once you’re in your room, find your computer and get comfortable, make sure you listen to the invigilator.

When you prepared for your assessment you made sure you understood both the technical content and the style of question you expected.

Sometimes in the assessment, a question is worded differently or covering a topic you’re less comfortable.  Have a plan for these situations. 

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What to do during your assessment

Use the paper available to you. Write down key points and phrases, maybe do some calculations on paper before you type them up.

You have plenty of time so use it.

Develop a strategy, if having answered a question you become stressed or unhappy.  Having a method to allow you to put that question in a ’box‘ and move on clearly to the rest of the paper is key. The most common methods are guided breathing or visualisation. 

Top tip

Knowing some meditative skills, you can call upon should you find yourself in a stressed state, is a useful tool and often mean the difference between pass and fail.

Once you have completed your paper, review it actively:

  • Write down the task including the active verb, then check you’ve answered THE question not A question! 
  • Make sure you’ve answered all the elements, that you’ve communicated clearly and accurately, so you make the marker’s life easy.
  • Remember, anything worth having is not going to be easy, if it was easy then everyone would do it and it would have no value.

Work hard, achieve and thrive.

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Tips to survive your assessment

Posted by & filed under Ready, Set, Go.

We know how hard it is to actually commit to booking your assessment.

Fear, insecurity and comparison can all eat away at you, giving you endless reasons not to follow through on your goals.

So we’ve talked to the experts – tutors Jerome Li (JL) and Gill Myers (GM) give us their top tips for preparing for and getting through your assessment.

When should you begin revising?

JL: “Especially for larger and more complex units of study, rather than scheduling your revision nearer your assessment, carry out the revision process at the end of each topic of study.

By doing so, the final revision period will be less formalised and shorter in duration.”

GM: “Everyone’s different, but I would try and revise as you go.

Make notes and ensure you have understood one topic before you go onto the next, that way you are in the habit of studying and revision is just a natural continuation.”

What is the best way to revise?

JL: “The best way to revise is to go through your notes and your tutor notes, self-made revision cards (or for example, Osborne’s Wise Guide handy booklets) and to practise as many paper and online mock tests that you can.

You can also team up with a study buddy for peer revision and as a way to test each other.”

GM: “Step by steps are my favourite. Break tasks, including calculations, down into bite-size chunks describing for yourself what you need to do.”

What should you do the week of your assessment?

JL: “The best form of revision would be to practise some online mock tests to gauge your assessment readiness and to familiarise yourself with the assessment format.

If all’s good, your confidence will grow, but if you need extra work, you’ll still have time to plug any gaps in knowledge or understanding. Seek out any help or support from your tutor or peers, if need be.

Also, remember to maintain a healthy diet, have adequate sleep and rest to maintain a good physical and mental balance.”

GM: “Little and often is best, using a variety of resources and methods to focus on the things you can’t do, rather than the things you can do. Do not just repeat the sample assessment.”

How you can stay calm on the day of your assessment?

JL: “By trusting in your ability to perform, knowing that you have put in the hard graft. A calm and clear mind will aid memory recollection and logical thinking.”

GM: “Being well prepared is the best way to help yourself stay calm. Make sure you know where you are going, how you are going to get there, what the assessment room will look like etc. If you’ve not been before, do a dummy run and give yourself plenty of time on the day.”

How to manage your time during their assessment?

JL: “Nearly all the current assessments have a generous and fair time allowance to complete. However, students would be wise to do a time allocation based on the marks per task.

For example, a task carrying 10 marks in a two-hour exam with total marks of 100 will be allocated 12 minutes.

Examiners often feedback that students fail to complete assessments due to poor time management. They also comment that the easier marks in a task are earned in the first third to half of the task. Therefore, there is an overriding need to at least attempt all the assessment tasks to maximise the resulting outcome.”

What should you expect in the assessment?

JL: “Students should expect no surprises in the assessment if they have adequately prepared themselves. They will have had a good idea of the likely format and criteria content being tested for the unit when they did the AAT online practice assessments.

Examiners can use various ways or alternative phraseology to test a principle and a well-prepared student should not be caught out.

Those students who do get caught out have likely been rote learning and not developed a full understanding of the subject matter.”

GM: ” Do not expect it to be the same as the practice! Make sure you know what the unit covers and what will be assessed in each task as the content is set but the presentation of questions will vary.”

What to do the night before your assessment?

JL: “My advice is to ensure that they have a relaxing evening, doing whatever will take their mind off their impending exam.

There is a tendency for students to be revising late into the evening before and sometimes, in the morning of the exam. I would not advise it!”

GM: “Do a short revision session so you’re confident, make final practical preparations like making sure you have your own calculator and you know where you are going. Eat sensibly and get a good night’s sleep.”

What to do if you’re losing confidence mid-assessment?

JL: “They could ask the exam invigilator to pause their exam while they have a five-minute break. In most instances, this will not be seen as an unreasonable request.

Taking the break can help to short-circuit the negative feelings that were building up to the point of panic. A bit of fresh air will clear their mind and help them to refocus on the task at hand.

They will then need to remind themselves that they are in control of the situation and trust in their ability to see it through the assessment.”

GM: ” Breathe! Sit back, close your eyes and breathe. Visualise yourself somewhere else for a minute or see your revision notes in your mind’s eye.

Think about what is assessed in the task you are stuck on and then re-read the question looking for what you know should be there.

The chances are you know it but it’s being asked in a different way, so the presentation has thrown you.”

What are the most common mistakes that students make in their assessments?

JL: “The main culprits are not reading the task requirements properly, skimming over the information provided in the task and not reading the full sections of a task before jumping into answering the first task section.

Often, task sections would be linked and it’s a good idea to read all the sections required to gain an overall overview first. My mantra to my students is ‘Read the question properly and slowly, and again, and again if needs be’.

Other mistakes can be careless errors while using calculators or spending too much time on a challenging task, to the detriment of missing out on some perhaps more easily attainable marks.

GM: “Not reading the question properly so answering what they think is there rather than what is actually being asked.”

If there was one thing you could tell your students about assessments, what would it be?

JL: “Only take your assessment once you feel really ready and confident within yourself to do so.

Assessment readiness is the last hurdle that students have to negotiate to achieve their learning goal. Once ready, the assessment process itself just becomes a motion.”

GM: “Know and understand the theory as well as how to do calculations.  That way you’ll be able to work out what to do regardless of how the questions are asked.”

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How to take effective notes

Posted by & filed under Study tips.

Around 50% of what you hear is immediately forgotten; two days later, another 25% is lost from memory.

But there are several ways to overcome this problem. The most common reason for making notes is to create a record, and for future recall.

Generally, students who make notes and review them within 24 hours recall significantly more information than those who don’t take notes or take notes but don’t review them. Note-taking aids memory, facilitates the flow of ideas, improves understanding of a subject and allows us to record relevant information.

By reviewing your notes and familiarising yourself with them, you will find it easier to recall information during exams.

Preparation is key – ensure you’re poised to listen and equipped to record what you hear.

Focus on the meaning of what’s being said and question its relevance to your purpose; you can then evaluate the information and summarise it in your own words. It’s counterproductive to make pages of notes that you’ll never use or copy large chunks of text.

Top tips for note-taking:

  • Be organised and prepared: read your module handbook and familiarise yourself with topics prior to class.
  • Know your learning style
  • Listen attentively
  • Be an active – not passive – learner
  • Ask questions if you don’t understand something
  • If your tutor writes something on the board, write it down
  • Make notes clear and concise
  • Develop your own shorthand
  • Summarise in your own words
  • Make notes aesthetically interesting – use mind maps, charts and highlighters to draw attention to titles, topics and key words
  • Share your notes – this creates discussion and provides an opportunity to pick up things you missed
  • Once you’ve taken your effective notes, read them within 24 hours to commit them to long-term memory

Jodene Murphy is a Qualifications Development Manager at AAT and an Education Consultant at True Volunteer Foundation.  

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