p&p developments.docx

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SYLLABI-BOOK MAPPING TABLEPersonal and Professional Development

Slla!i Mappin" in t#e Boo$

%nit &' Self Mana"ed Learnin"

Self-initiation of learning processes; clear

goal setting eg aims and requirements,

personal orientation achievement goals,

dates for achievement, self-reflection

%nit &' Self Managed Learning

Pa"es()-*)+

%nit *' Learnin" Stle

Personal preferences; activist; pragmatist;

theorist; reflector eg reflexive

modernisation theory; Kolbs learning cycle

%nit *' Learning Style

Pa"es(,&-&+

%nit ,' Approa.#es

learning through research; learning from

others eg mentoring!coaching, seminars,

conferences, secondments, intervie"s, use

of the internet, social net"or#s, use of

bulletin boards, ne"s groups

%nit ,' $pproaches

Pa"es(,-/+

%nit ' Effe.tive Learnin"

S#ills of personal assessment; planning,

organisation and evaluation

%nit ' %ffective Learning

Pa"es(//-0&+

%nit /' Life Lon" Learnin"

Self-directed learning; continuing

professional development; lin#ing higher

education "ith industry, further education,

&ecognition of Prior Learning,

$pprenticeships, 'redit $ccumulation and

(ransfer Schemes

%nit /' Life Long Learning

Pa"es(0,-1+

%nit 0' Assessment of Learnin"

)mproved ability range "ith personal

learning; evidence of improved levels of

s#ill; feedbac# from others; learning

achievements and disappointments

%nit 0' $ssessment of Learning

Pa"es(1/-),+

%nit 2' Self Appraisal

S#ills audit *personal profile usingappropriate self-assessment tools+;

evaluating self-management; personal and

interpersonal s#ills; leadership s#ills

%nit 2' Self $ppraisal

Pa"es()/-&3/+

%nit 1' Portfolio B4ildin"

eveloping and maintaining a personal

portfolio

%nit 1' Portfolio uilding

Pa"es(&32-&&&+

%nit )' Trans.ript

Maintaining and presenting transcripts

including curriculum vitae

%nit )' (ranscript

Pa"es(&&,-&&2+

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%nit &3' Learnin" from ot#ers

.ormal learning and training; observation;

mentoring; supervision; tutorials; informal

net"or#s; team members; line managers;other professionals

%nit &3' Learning from others

Pa"es(&&)-&,&+

%nit &&' 5er!al and Non-ver!al

.omm4ni.ation

%ffective listening; respect for others

opinions; negotiation; persuasion;

presentation s#ills; assertiveness; use of

)'(

%nit &&' /erbal and 0on-verbal

.omm4ni.ation

Pa"es(&,,-&,)+

6ONTENTS

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INT7OD%6TION

%NIT & SEL8 MANAGED LEA7NING )-*)

121 )ntroduction

123 4nit 5b6ectives

127 Self )nitiation of Learning Process

128 'lear 9oal Setting

12: $ims and &equirements

12 Personal orientation achievement goals

12< ates for $chievements

12= Summery

12> Key (erms

121? @uestions and %xercises

%NIT * LEA7NING STYLES ,&-&

321 )ntroduction

323 4nit 5b6ectives

327 Meaning

328 Personal Preferences

32: $ctivist

32 Pragmatist

32< (heorist

32= &eflector

32> &eflexive321? ModerniAation (heory

3211 Kolbs learning 'ycle

3213 Summery

3217 Key (erms

3218 @uestions and %xercises

%NIT , APP7OA69ES ,-/

721 )ntroduction

723 4nit 5b6ectives727 Learning through research Summery

728 Mentoring and 'oaching

7272? Mentoring

72721 'oaching

72: Seminars and 'onferences

7282? Seminars

72821 'onferences

72 Secondments

72< )ntervie"s

72= 4se of the internet

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72> Social 0et"or#s

721? ulletin oard

7211 0e"s 9roups

7213 Summery

7217 Key (erms7218 @uestions and %xercises

%NIT E88E6TI5E LEA7NING //-0&

821 )ntroduction

823 4nit 5b6ectives

827 Meaning

828 S#ills of personal assessment

82: Planning

82 5rganiAation and evaluation82< Summery

82= Key (erms

82> @uestions and %xercises

%NIT / LI8ELONG LEA7NING 0,-1

:21 )ntroduction

:23 4nit 5b6ectives

:27 Meaning

:28 Self-directed learning:2: 'ontinuing professional development

:2 Lin#ing higher education "ith industry

:2< further education

:2= &ecognition of prior learning

:2> $pprenticeships

:21? 'redit accumulation and transfer schemes

:211 Summery

:213 Key (erms

:217 @uestions and %xercises

%NIT 0 ASSESSMENT O8 LEA7NING 1/-),

21 )ntroduction

23 4nit 5b6ectives

27 Meaning


2: Planning

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2 5rganiAation and evaluation

2< Summery

2= Key (erms


%NIT 2 SEL8-APP7AISAL )/-&3/

2 Summary

>2< Key (erms

>2= @uestion B %xercise

%NIT &3 LEA7NING 87OM OT9E7S &&)-&,&

1?21 )ntroduction

1?23 4nit 5b6ectives

1?27 .ormal learning and training

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1?28 5bservation and Monitoring

1?2: Supervision

1?2 )nformal net"or#s

1?2< (eam members

1?2= Line managers1?2> 5ther professionals

1?21? Summery

1?211 Key (erms

1?213 @uestions and %xercises

%NIT && 5E7BAL AND NON-5E7BAL 6OMM%NI6ATION

&,,-&,)

1121 )ntroduction1123 4nit 5b6ectives

1127 %ffective listening

1128 &espect for the others opinions

112: 0egotiation

112 Persuasion

112< Presentation S#ills

112= Summery

112> Key (erms


INT7OD%6TION

(his unit is designed to enable learners to assess and develop a

range of professional and personal s#ills to promote personal and

career development2

(he unit also aims to develop learners ability to organise,

manage and practice a range of approaches to improve their

NOTES

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performance as self-directed learners in preparation for "or# or

further career development2

(he unit emphasiAes the needs of the individual but "ithin the

context of ho" the development of self-managementcorresponds "ith effective team management in meeting

ob6ectives2

Learners "ill be able to improve their o"n learning, be involved

in team"or# and be more capable of problem solving through

the use of case studies, role play and real-life activities2

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Self managed learning

%NIT & SEL8 MANAGED LEA7NING

Str4.t4re

121 )ntroduction

123 4nit 5b6ectives127 Self )nitiation of Learning Process

128 'lear 9oal Setting

12: $ims and &equirements

12 Personal orientation achievement goals

12< ates for $chievements

12= Summery

12> Key (erms


&:3 INT7OD%6TION

)n this 4nit, you "ill Study about the self managed learning and

learning style by different method, the unit "ill also discuss

about learning approaches in different "ay and assessment of

learning2

)f simple techniques "ere available that teachers and students

could use to improve student learning and achievement, "ould

you be surprised if teachers "ere not being told about these

techniques and if many students "ere not using themC Dhat if

students "ere instead adopting ineffective learning techniques

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that undermined their achievement, or at least did not improve

itC Shouldnt they stop using these techniques and begin using

ones that are effectiveC Psychologists have been developing and

evaluating the efficacy of techniques for study and instruction

for more than 1?? years2 0evertheless, some effective techniquesare underutiliAedEmany teachers do not learn about them, and

hence many students do not use them, despite evidence

suggesting that the techniques could benefit student achievement

"ith little added effort2 $lso, some learning techniques that are

popular and often used by students are relatively ineffective2 5ne

potential reason for the disconnect bet"een research on the

efficacy of learning techniques and their use in educational

practice is that because so many techniques are available, it

"ould be challenging for educators to sift through the relevant

research to decide "hich ones sho" promise of efficacy andcould feasibly be implemented by students2


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NOTES &:& %NIT OB;E6TI5ES

$fter going through this unit, you "ill be able toF

• Self manage learning method

• ifferent types of learning styles

• $pproaches for Learning

• $ssessment of Learning and feedbac# from others

&:* SEL8 INITIATION O8 LEA7NING P7O6ESS

self-dire.ted learnin"

SML, a term coined by )an 'unningham in the late G


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format of the learning activity, necessarily determines if learning

is self-directed2

(he third conceptualiAation as noted above is used in this

discussion of self-directed learning s#ills2


(he follo"ing definition is used hereF

Self-directed learning is a purposive mental process, usually

accompanied and supported by behavioural activities involved in

the identification and searching out of information2 (he learner

consciously accepts the responsibility to ma#e decisions about

goals and effort, and is, hence, oneIs o"n learning change agent2

'onsistent "ith the third conceptualiAations of self-directed

learning noted above, the main characteristic of self-directed

learning is the degree to "hich the learner maintains active

control of the learning process2

%ffective, or successful, self-directed learners can be described

by t"o psychological attributes2 (he first is associated "ith

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personality "hile the second is related to cognition2 $s most of

the comments in the follo"ing pages deal "ith s#ills it is

important to note here that personality appears to be an important

factor in initiating self-directed learning

Self-Dire.ted Learnin"Most adults spend a considerable time acquiring information and

learning ne" s#ills2 (he rapidity of change, the continuous

creation of ne" #no"ledge, and an ever-"idening access to

information ma#e such acquisitions necessary2 Much of this

learning ta#es place at the learnerIs initiative, even if available

through formal settings2 $ common label given to such activity is

self-directed learning2 )n essence, self-directed learning is seen as

any study form in "hich individuals have primary responsibility

for planning, implementing, and even evaluating the effort2 Most

people, "hen as#ed, "ill proclaim a preference for assumingsuch responsibility "henever possible2

&esearch, scholarship, and interest in self-directed learning have

literally exploded around the "orld in recent years2 .e" topics, if

any, have received more attention by adult educators than self-

directed learning2 &elated boo#s, articles, monographs,

conferences, and symposia abound2 )n addition, numerous ne"

programs, practices, and resources for facilitating self-directed

learning have been created2 (hese include such features as

learning contracts, self-help boo#s, support groups, 5pen

4niversity programs, electronic net"or#ing, and computer-assisted learning2 (his article extracts some meaning from all this

information2


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NOTES Dhere you learn

J Dhy you learn2

(he most fundamental questions that stimulate the above

mentioned question is HDhy LearnH, this is "here a lin# bet"een

personal development and organiAational development could beestablished2 So "hat does SML do for )ndividuals and "hat does

it do for 5rganiAations2

$ll of this is carried out in the context of live organiAational

needs2 ut organiAational needs cannot be met "ithout

individuals feeling a personal sense of commitment to "hat is

required by the organiAation2 ou can compel someone to sit in a

classroom but you canGt guarantee "hat they "ill learn2

$s the old saying goesF

Nou can ta#e a horse to "ater but you canGt ma#e it drin# 2‖

$lthough everyone manages their o"n learning to some extent,itGs clear that 6ust telling people to ta#e charge of their o"n

learning can be very inefficient2 &esearch indicates that people

"ho are effective at, for example, leading ma6or organiAations,

have managed their o"n learning very "ell throughout their

careers2 (his does not mean, though, that they have been on

more courses than others2 Managing their o"n learning has

meant the person using a "ide range of opportunities for

learning2 (hese includeF -

J Learning from others around them

J (ravel

J reading

J secondments

J Pro6ects

J being coached!mentored2

(he examples quoted are only a fe" of the many experiences "e

can use for learning2 Self managing learners use a range to suit

themselves2 (he problem is that unstructured, unplanned learning

is very inefficient2

Benefits of self-mana"ed learnin" to t#e individ4al

Starting "ith the individual, SML creates value for learningamong individuals, self actualiAation

Learning brings a constant feeling of development among

individuals and that is directly lin#ed to being able to advance in

career *6ob promotions+ )ncreased 6ob satisfaction elp them

ta#e on board their "ea#nesses, and ho" they can get over them,

)t helps achieve increased level of self-confidence among

participants due to the ability to acquire ne" s#ills, elp creates

ability to "or# more effectively "ith the colleagues2 )ts a place

"here individuals could be more open about their issues and


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achieve a constructive feedbac# and most importantly,

)ndividuals set their targets assessing their o"n shortcomings2

Benefits of self-mana"ed learnin" to t#e Or"ani>ation

Dhat does SML has to offer the 5rganiAations,

(he first and foremost is that it get the employees on the trac# of

learning, that is the #ey to its survival2

)t helps create a better "or# environment as employees learn ho"

to "or# effectively "ith others, also resulting in lo" staff

turnover2

Learning results in increased profitability and gro"th in the

organiAation2

Kno"ing and understanding their 6ob better "ill directly result in

increased 6ob performance

%nhances staff focus thus helping in achievement of goals of the

business2SML could very "or# be the #ey to successful organiAations, but

management must ma#e sure they help their employees

understand the need of continuous learning and the need for self-

direction in adult learning2

Effe.tive learnin" is seen ?#en a person pro"resses t#ro4"# a

..le of fo4r sta"es of'

*1+ aving a concrete experience follo"ed by

*3+ 5bservation of and reflection on that experience "hich leads

to*7+ (he formation of abstract concepts *analysis+ and

generaliAations *conclusions+ "hich are then

*8+ used to test hypothesis in future situations, resulting in ne"

experiences2

69E6K YO%7 P7OG7ESS

12 Dhat do you mean by self managed learningC

32 Dhat is the benefit of Self managed learning to the

individual

72 Dhat is the benefit of Self managed learning to theorganiAationC

&:, 6LEA7 GOAL SETTING

Motivation t#ro4"# .ons.io4s "oal settin"

(he study of human motivation has al"ays been considered by

psychologists to be a very difficult underta#ing, especially

because motivation is something inside the organism2 ut the

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fundamental difficulty has actually been self imposed or, more

specifically, imposed by false philosophical assumptions2 ("o

#ey assumptions "ere thatF *a+ only material events could be


NOTES admitted into the realm of science2 $ccepting these positivist

premises meant thatF *a+ consciousness could not be considered a

cause of action; and *b+ ma#ing valid inferences about internal

events, especially if they "ere mental events in other people, "as

logically impermissible2

istorically, motivational psychologists have tried to conform to

these strictures by externalizing or materializing their #ey

concepts2 S#innerian behaviorism, for example, externaliAed

motivation by attributing it to reinforcers *consequences of

action+ and treating the human mind as an epiphenomenon2rive-reduction theorists li#e ull #ept motivation inside the

organism but attributed it to strictly physiological mechanisms2

oth approaches assumed the validity of psychological

determinismEthe doctrine that man has no choice "ith respect

to his beliefs, choices, thin#ing or actions2 oth also barred

introspection as a scientific method on the grounds that it could

not be publicly verified and that, even if it "ere, the data

obtained thereby "ere causally insignificant *due to determinism

or materialism+2

eginning in the late 1>?s the positivist paradigm in psychology began to fall apart for a number of reasons2 .irst, it

had lost support in philosophy2 Second, the materialist

approaches did not "or#2

uman action cannot, in fact, be understood by loo#ing at man

only from the outside or only at his internal physiology2 (he

recognition of these facts ushered in the Hcognitive revolutionH in

psychology; it became the dominant paradigm by the end of the

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places, consistently did everything in his po"er to avoid going

near such places, and evaded discussing the issue, "e "ould

6ustifiably conclude that the personIs report "as erroneous2 )t is a

scientific question to determine under "hat condition some can

elicit the most accurate introspective reports from another person


(he approach of goal setting theory is consistent "ith, although

its beginnings some"hat antedated, the cognitive revolution2 (he

theory is based on "hat $ristotle called final causality, that is,

action caused by a purpose2 )t accepts the axiomatic status of

consciousness and volition2 )t also assumes that introspective

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reports provide *in principle+ useful and valid data for

formulating psychological concepts and measuring psychological

phenomena *e2g2, purpose, goal commitment, self-efficacy, etc2+2

(here "ere three reasons for choosing itF *a+ )t "as

philosophically sound2 *b+ )t "as consistent "ith introspectiveevidence revealing that human action as such is normally

purposeful2 4nderlying such action is a fundamental biological

principleF that all living organisms engage in goal-directed action

as a necessity of survival2 )n the higher organisms internal, goal

directed actions are automatic, but molar actions are guided

normally by consciously held goals, that is, purposes2 )n the

lo"er animals these consist of momentary desires2 )n man, goals

are *or at least can be+ set volitionally by a process of reasoning

and may cover the range of a lifetime2 *5f course, since man can

ma#e errors in choosing goals, all goal-directed action does notfacilitate survival and may even undermine it2+ *c+ (he third

reason "as practical--the approach "or#ed, as "e shall see

belo"2

$s an industrial-organiAational psychologist, my interest "as in

explaining "hy some people *ability and #no"ledge aside+

perform better on "or# tas#s than others2 My starting point "as

to loo# at "hat they "ere consciously trying to accomplish "hen

they performed tas#s, that is, "hat goals they "ere aiming for2 $s

a doctoral student ) began a program of research that has

continued for some 7? years2 Much of the "or# has beencollaborative, especially "ith 9ary Latham "ho has conducted

numerous field studies on goal setting2 (hese have been an

important complement to my studies, "hich have been performed

predominantly in laboratory settings2 (o date there have been

more than :?? studies of goal setting conducted by myself,

Latham, and many others2 (he most complete statement of goal-

setting theory is found in Loc#e and Latham2 (he findings

referred to belo" can be found in this boo#, unless other"ise

referenced2

(he typical experimental paradigm in goal setting studies is as

follo"sF Sub6ects are given a tas# to perform and are assigned

various performance goals to attain "ithin a specified time limit2

(hey are given feedbac# sho"ing progress in relation to the

goals, "here relevant2 Sub6ects may also be as#ed to fill out

questionnaires as#ing them to describeF their personal goals

*irrespective of assigned goals+; their degree of self-efficacy,


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NOTES (heir degree of goal commitment, etc2 (here are many variants

on this basic model2 .or example, goals may be self-set rather

than assigned; sub6ects may participate in setting goals; goal

conflict may be induced; strategies for reaching goals may have

to be discovered, etc2People "ith high self-efficacy are more li#ely to set high goals or

to accept difficult, assigned goals, to commit themselves to

difficult goals, to respond "ith rene"ed efforts to setbac#s, and

to discover successful tas# strategies2 (hus the effects of self-

efficacy on performance are both direct and indirect *through

various goal processes+2 $dditionally, goal choice and

commitment can be influenced through role modelling2

Feedback. .or people to pursue goals effectively, they need some

means of chec#ing or trac#ing their progress to"ard their goal2

Sometimes this is self-evident to perception, as "hen a person"al#s do"n a road to"ards a distant but visible to"n or cuts the

grass on a large la"n2 )n such cases, deviations from the path to

the goal are easily seen and corrected2 'ontrast this, ho"ever,

"ith a sales goal "hose attainment requires scores of sales over a

period of many months2 ere some formal means of #eeping

score is needed so that people can get a clear indication if they

are moving fast enough and in the right direction2

Goal settin" is most effe.tive ?#en t#ere is feed!a.$ s#o?in"

pro"ress in relation to t#e "oal:

*(echnically spea#ing, feedbac# is a moderator of the goal

performance relationship2+

9oal-setting theory disputes the notion that feedbac# exerts an

automatic, HreinforcingH effect on performance2 Dhen provided

"ith feedbac# on their o"n performance or that of others, people

often spontaneously set goals to improve over their previous best

or beat the performance of others simply as a "ay of challenging

themselves, but this is not inevitable2 (he goal set may be higher

or lo"er than the performance level previously achieved2 (he

effect of performance feedbac# *#no"ledge of score+ depends on

the goals set in response to it2

6lear "oal settin"@ e" aims and re4irements@ personal

orientation a.#ievement "oals@ dates for a.#ievement@ self-

refle.tion

&esearch on successful top managers and leaders sho"s that they

set clear goals for themselves in relation to their learning2 )t is

not purely random2

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(hey establish;

• personal orientation achievement goals,


• dates for achievement,

• self-reflection

self-initiation of learning processes;

PE7SONAL GOAL SETTING

A..ordin" to Mind Tools

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N9oal setting is a po"erful process for thin#ing about your ideal

future, and for motivating yourself to turn your vision of this

future into reality2 (he process of setting goals helps you choose

"here you "ant to go in life2 y #no"ing precisely "hat you

"ant to achieve, you #no" "here you have to concentrate your efforts2 ouIll also quic#ly spot the distractions that can, so easily,

lead you astray2


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NOTES 12 6areer - Dhat level do you "ant to reach in your career, or

"hat do you "ant to achieveC

32 8inan.ial - o" much do you "ant to earn, by "hat stageC

o" is this related to your career goalsC

72 Ed4.ation - )s there any #no"ledge you "ant to acquire in particularC Dhat information and s#ills "ill you need to have in

order to achieve other goalsC

82 8amil - o you "ant to be a parentC )f so, ho" are you going

to be a good parentC o" do you "ant to be seen by a partner or

by members of your extended familyC

:2 Artisti. - o you "ant to achieve any artistic goalsC

2 Attit4de - )s any part of your mindset holding you bac#C )s

there any part of the "ay that you behave that upsets youC *)f so,

set a goal to improve your behavior or find a solution to the

problem2+

2 P4!li. Servi.e - o you "ant to ma#e the "orld a better

placeC )f so, ho"C

Spend some time brainstorming these things, and then select one

or more goals in each category that best reflect "hat you "ant to

do2 (hen consider trimming again so that you have a small

number of really significant goals that you can focus on2$s you do this, ma#e sure that the goals that you have set are

ones that you genuinely "ant to achieve, not ones that your

parents, family, or employers might "ant2 *)f you have a partner,

you probably "ant to consider "hat he or she "ants - ho"ever,

ma#e sure that you also remain true to yourselfO+

Step *' Settin" Smaller Goals

12 5nce you have set your lifetime goals, set a five-year plan of

smaller goals that you need to complete if you are to reach your

lifetime plan2

32 (hen create a one-year plan, six-month plan, and a one-month

plan of progressively smaller goals that you should reach to

achieve your lifetime goals2 %ach of these should be based on the

previous plan2

72 (hen create a daily (o-o List of things that you should do

today to "or# to"ards your lifetime goals2 $t an early stage,

your smaller goals might be to read boo#s and gather

information on the achievement of your higher level goals2 (his

"ill help you to improve the quality and realism of your goal

setting2


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82 .inally revie" your plans, and ma#e sure that they fit the "ay

in "hich you "ant to live your life2

Stain" on 6o4rse

5nce youIve decided on your first set of goals, #eep the processesgoing by revie"ing and updating your (o-o List on a daily

basis2

Periodically revie" the longer term plans, and modify them to

reflect your changing priorities and experience2 *$ good "ay of

doing this is to schedule regular, repeating revie"s using a

computer-based diary2+

SMA7T Goals

$ useful "ay of ma#ing goals more po"erful is to use the

SM$&( mnemonic2 Dhile there are plenty of variants *some of

"hich "eIve included in parenthesis+, SM$&( usually stands forF

• S - Specific *or Significant+2

• M - Measurable *or Meaningful+2

• $ - $ttainable *or $ction-5riented+2

• & - &elevant *or &e"arding+2

• ( - (ime-bound *or (rac# able+2

.or example, instead of having H(o sail around the "orldH as a

goal, itIs more po"erful to say H(o have completed my trip

around the "orld by ecember 71, 3?1:2H 5bviously, this "ill

only be attainable if a lot of preparation has been completed

beforehandO

84rt#er Goal Settin" Tips

(he follo"ing broad guidelines "ill help you to set effective,

achievable goalsF

State ea.# "oal as a positive statement - %xpress your goals

positively H%xecute this technique "ellH is a much better goal

than HonIt ma#e this stupid mista#e2H

Be pre.iseF Set precise goals, putting in dates, times and amounts

so that you can measure achievement2 )f you do this, youIll #no"

exactly "hen you have achieved the goal, and can ta#e completesatisfaction from having achieved it2

Set priorities - Dhen you have several goals, give each a

priority2 (his helps you to avoid feeling over"helmed by having

too many goals, and helps to direct your attention to the most

important ones2


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NOTES )f a goal is too large, then it can seem that you are not ma#ing

progress to"ards it2 Keeping goals small and incremental gives

more opportunities for re"ard2

Set performan.e "oals@ not o4t.ome "oals - ou should ta#e

care to set goals over "hich you have as much control as

possible2 )t can be quite dispiriting to fail to achieve a personal

goal for reasons beyond your controlO )n business, these reasons

could be bad business environments or unexpected effects of

government policy2 )n sport, they could include poor 6udging,

bad "eather, in6ury, or 6ust plain bad luc#2 )f you base your goals

on personal performance, then you can #eep control over the

achievement of your goals, and dra" satisfaction from them2

Set realisti. "oals - )tIs important to set goals that you can

achieve2 $ll sorts of people *for example, employers, parents,media, or society+ can set unrealistic goals for you2 (hey "ill

often do this in ignorance of your o"n desires and ambitions2

A.#ievin" Goals

)tIs also possible to set goals that are too difficult because you

might not appreciate either the obstacles in the "ay, or

understand quite ho" much s#ill you need to develop to achieve

a particular level of performance2

Dhen youIve achieved a goal, ta#e the time to en6oy the

satisfaction of having done so2 $bsorb the implications of the

goal achievement, and observe the progress that youIve made

to"ards other goals2

8indin"' Goal settin" (alon" ?it# self-effi.a.+ mediates t#e

effe.t of $no?led"e of past performan.e on s4!se4ent

performan.e:

Dhen people receive negative performance feedbac#, they are

typically unhappy and may also experience doubts about their

ability2 (hose "ho can sustain their self-efficacy under such

pressure tend to maintain or even raise their subsequent goals,

retain their commitment, intensify their search for better

strategies, and thereby improve their subsequent performance2

(hose "ho lose confidence "ill tend to lo"er their goals,

decrease their efforts, and lessen the intensity and effectiveness

of their strategy search2 Self efficacy changes follo"ing failure

may be affected by the types of causal attributions people ma#e2

Mechanisms. o", specifically, do goals regulate performanceC

Primarily by affecting the three aspects of motivated actionF

direction, intensity, and duration2

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8indin"' Goals affe.t performan.e ! affe.tin" t#e dire.tion

of a.tion@ t#e de"ree of effort eerted@ and t#e persisten.e of

a.tion over time:

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(he directive aspect is fairly obvious2 $ person "ho has a goal to

maximiAe quality of performance "ill focus more attention and

action on quality than on, for example, quantity or speed2 Dhen

there is conflict bet"een t"o or more goals, performance "ith

respect to each goal may be undermined2 %ffort is roughly proportional to the 6udged difficulty of the goal--"hich is "hy

difficult goals ordinarily lead to higher performance than easy

goals2 Persistence refers to directed effort extended over time2

arder goals typically lead to more persistence than easy goals,

because, given commitment, they ta#e longer to reach and may

require overcoming more obstacles2 (hese mechanisms operate

almost automatically or, at least routinely, once a goal is

committed to, because most people have learned, by about the

age of , that if they "ant to achieve something they have toF pay

attention to it to the exclusion of other things, exert the needed

effort, and persist until it is achieved2 (here is another, moreindirect goal mechanism--that of tas# strategies or plans2 Most

goals require the application of tas#-specific procedures in

addition to attention and effort if they are to be attained2 .or

example, a student "ho "ants to get an $ in a psychology course

needs to #no" ho" to study in general, ho" to study psychology

in particular, ho" to identify "hat is needed for an $ in this

course, and ho" to implement this #no"ledge2 (here are several

things "e have learned about the relationship of goals and plans2

Goal Settin" Eample

.or her 0e" earIs &esolution, Susan has decided to thin# about"hat she really "ants to do "ith her life2

er lifetime goals are as follo"sF

• 6areer - H(o be managing editor of the magaAine that )

"or# for2H

• Artisti. - H(o #eep "or#ing on my illustration s#ills2

4ltimately ) "ant to have my o"n sho" in our

do"nto"n gallery2H

P#si.al - H(o run a marathon2H

0o" that Susan has listed her lifetime goals, she then brea#s

do"n each one into smaller, more manageable goals2

LetIs ta#e a closer loo# at ho" she might brea# do"n her lifetime

career goal - becoming managing editor of her magaAineF

• 8ive-ear "oalF Hecome deputy editor2H

• One-ear "oalF H/olunteer for pro6ects that the current

Managing %ditor is heading up2H

• Si-mont# "oalF H9o bac# to school and finish my


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NOTES 6ournalism degree2H

• One-mont# "oalF H(al# to the current managing editor to

determine "hat s#ills are needed to do the 6ob2H

• One-?ee$ "oalF Hoo# the meeting "ith the Managing

%ditor2H

$s you can see from this example, brea#ing big goals do"n into

smaller, more manageable goals ma#es it far easier to see ho"

the goal "ill get accomplished

&: AIMS

AND

7EC%I7EMENTS

Parti.4lar aims identified

'larifying the aims of any programmed is essential to provide

the criteria for its evaluation and an SML programmed can be

used to produce many different outcomes2 (hese are some of the

aims identified by organiAations in the literature revie"2

• to impart #no"ledge and s#ills more quic#ly

• foster personal development and business

competencies

• promote net"or#ing

• delegate responsibility for management of

training to the individual

• enable recruits to assess mutual compatibility

• meet individual and organisational needs

• provide a frame"or# and support for individuals

to develop ne" roles

• to encourage individuals to o"n their o"n

development• passing on lessons from one programme to

another

• ensure development is dovetailed to business

needs

• (o engender a ne" culture from a patriarchal

model to Ga faster more entrepreneurial type of

organisation2

• to foster team"or# "hile encouraging individual

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69E6K YO%7 P7OG7ESS

1. o" can you motivate employee through goal settingC

2. Dhat is 9oal and "hat is the personal 9oal of the

employeeC

3. %xplain different types of 9oals as per the time period2


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responsibility for learning


• to establish a common frame"or# for

management development follo"ing a merger and

to give it top priority

• to avoid the necessity of staff being absent for

training for long periods during a difficult period

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and allo" them to "or# on "or#-related issues

• to learn in a "ay "hich reflected their "or# bac#

in the "or#place

• to cascade learning throughout the organisation

Learner Needs

'haracteristics of potential SML participants that may help them

succeed "ith this method of learningF

J (hey need to feel comfortable "ith change and see it as

a learning opportunity

J (hey should "elcome diversity of culture and individual

difference

J (hey need to be able to ta#e calculated ris#s

J can integrate data and feelings

J are able to use mista#es as data rather than ma#e

excuses

J are able to use all experiences

J can Gtranslate learning across contexts

J do not require a traditional analytical, detached

approach

8a.ets of Learnin"

(he literature revie" suggests that SML promotes various facets

of learning and the survey included t"o items designed to tap

into each of these2 &espondents "ere as#ed to consider the

learning they had gained from their SML programmed and

identify areas "here they had made progress2 (hey "ere also

as#ed to give examples to discourage respondents from simply

tic#ing each box "ithout identifying specific situations2

Metalearnin"F (his is ta#en to be the ability to transfer learning

from one situation to another or the ability to re-apply the

approach in an unfamiliar setting2 $s one respondent describes it,

Ghaving a frame"or# for ma#ing a start2

ust under three-quarters of respondents say that since their SML

programmed they feel more able to deal "ith unfamiliar

situations and


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NOTES %xamples given include being able to ta#e a step bac# and vie"

situations ob6ectively as a G"hole2 5ne respondent has moved

into pro6ect management and reports benefits in developing

pro6ect management s#ills, conducting research on the sub6ect

and ma#ing recommendations2 $nother has bro#en out of a

functional area and moved into a more strategic role2

&espondents report being more self-confident in dealing "ith

senior managers and more able to ta#e on unfamiliar pro6ects2

Someone gives the example of coping in different sectors and

countries2(hey also claim to be able to identify G"ider resource material

"ith Gthe realisation that there are no barriers2

Several mention the "ider net"or#s they have developed both

inside and outside the organiAation and in particular their o"n

learning sets "hich have often continued to meet long after the

programme has finished2

Strate"i. Learnin"' =3Q of respondents said that they "ere

thin#ing more strategically about the future direction of the

organiAation since the SML programmed, although only ::Q"ere able to contribute directly to organiAational strategy2 5ne

respondent "ritesF

)m more deliberate in lin#ing my 6ob activities to business goals

$nother describes it as, Gdragging my head above the parapet and

disengaging from the operational level2

Since the programmed one person has moved into employment

as a change management consultant!strategic facilitator "ithin

the same organiAation2 $nother describes a broader a"areness of

other organiAations strategy and several responses refer to theability to reflect "ith more depth and breadth2 )n some cases this

means ta#ing a critical loo# at the organiAation and identifying a

lac# of strategic direction2

(his more strategic approach seems to be reflected in the fact

that over three-quarters of respondents feel that their general

management s#ills have improved2 &espondents report a better

Gunderstanding of others frames of reference and being Gmore

comfortable in challenging others in their areas of expertise2

5ne respondent "ritesF

) no" facilitate a team of irectors learning and ma#e very

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po"erful interventions and give insightful feedbac#2

6olla!orative Learnin"'


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feedbac#2 Several "or# in teams and say that they are more

Ga"are of group learning abilities

Motivational Learnin"'

(he survey reveals a #ind of inner momentum "hen participants

discover this Gself-fulfillment through learning2 5ne respondent

describes it as having Gmore control over my destiny2 $nother

feels Gmore committed to the company and a third describes the

stimulation of the Gget out of the box mentality2 ut not all of

this motivation is directed to"ards pleasurable experiences2

)ndividuals are prepared to ta#e on tough challenges2 5ne

individual "ritesF

&:/ PE7SONAL O7IENTATION A69IE5EMENT GOALS

6lear "oal settin"@ e" aims and re4irements@ personal

orientation a.#ievement "oals@ dates for a.#ievement@ self-

refle.tion

&esearch on successful top managers and leaders sho"s that they

set clear goals for themselves in relation to their learning2 )t is not

purely random2

(hey establish;

• personal orientation achievement goals,

• dates for achievement,

• self-reflection

self-initiation of learning processes;

PE7SONAL GOAL SETTING

A..ordin" to Mind Tools

N9oal setting is a po"erful process for thin#ing about your ideal

future, and for motivating yourself to turn your vision of this

future into reality2 (he process of setting goals helps you choose

"here you "ant to go in life2 y #no"ing precisely "hat you

"ant to achieve, you #no" "here you have to concentrate your

efforts2 ouIll also quic#ly spot the distractions that can, so easily,

lead you astray2

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NOTES


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9eneral Practitioners *&'9P+F

$n annual PP should be derived from participation in each

annual appraisal2 )t should be signed off by you and your


• appraiser, and should represent the agreed plan for the

forthcoming year2 (he portfolio should contain one PP for

each year in the period of revalidation2

• $ PP consists of a number of ob6ectives2 (here is no

NOTES

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minimum or maximum number of ob6ectives2 Most 9Ps are

expected to set themselves bet"een three and five ob6ectives

that reflect the breadth of their practice, responsiveness to

the health needs of their local population, and their o"n

development needs2

• $ valid PP must contain the follo"ing #ey elements for

each ob6ectiveF

• $ statement of the development need2

• $n explanation of ho" the development need "ill

be addressed *the action to be ta#en and the resources

required+; ob6ectives are more li#ely to be achieved if

consideration is given to several "ays of meeting them2

• (he date by "hich the ob6ective "ill be achieved2

• (he intended outcome*s+ from the ob6ective2

• .or each PP ob6ective submitted there should be a

column recording the outcome of the ob6ective2 (he entries

in this column should be agreed bet"een the appraiser and

the 9P at the appraisal follo"ing the one in "hich the PP

"as agreed2

• (he entries revie"ing the outcome of agreed ob6ectives

are li#ely to reflect the fact that the ob6ective has been

completed and the extent to "hich the intended outcome

from that ob6ective has been achieved, or the fact that the

ob6ective has not been completed and an explanation such

asF

• (he ob6ective became irrelevant due to changing

circumstances in the year2

• (he ob6ective became unachievable as the

implications became clearer2


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NOTES• )t is very important to reflect on the ob6ective, the

development achieved and any reasons for not achieving the

ob6ective2 (his reflection is an important attribute of a 9PIs

fitness to practice2

Leadership and managementF (he &'9P advises that, over a

five-year period, the 9P should not only consider clinical

development but also leadership and management s#ills2 (hese

s#ills are part of a doctorIs roles in providing safe healthcare

systems2

'ontinuing personal development needs and therefore the PP

should include the "hole of your professional practice2 (his

includes both the clinical and non-clinical aspects of your

practice, and any

management,

research, and

teaching

or training

responsibilities you have2

&:2 S%MMA7Y

• Self managed learning is the important factor for personal

and professional development2

• (here are different method of Self Managed learning

• (he need of 9oal and (arget are the important factor in

organiAation2

• (he prime responsibility of the employer in the

organiAation is to achieve his goal "ithin the time limit2

• 4nderstand ho" self managed learning can enhance

lifelong development2

Learner can evaluate approaches to self managed

learning2

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69E6K YO%7 P7OG7ESS

4. Dhat is SM$&( ob6ective achievementC

5. Dhat is the difference bet"een (arget date and

$ctual dateC


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&:1 KEY TE7MS

Independent learnin", "hich connotes learning in

isolation, or is represented by the HloneI learner "ho

ma#es all of the decisions about goals, content, effort,

time, and evaluation, etc2

• Ps.#olo"i.al .ontrol, "hich connotes the necessary

element in the definition, is found in the learnerIs

psychological independence *control+ rather than in social

or curricula elements2

&:) C%ESTIONS AND EE76ISE

S#ort-Ans?er C4estions

1 Dhat is SM$&( ob6ective achievementC

3 Dhat is the difference bet"een (arget date and $ctual dateC

7 Dhat do you mean by Self-&eflection abilityC

Lon"-Ans?er C4estions

1 riefly explain personal development plan2

3 riefly explain 9oal setting as per time management27 %xplain self managed learning in detail2

NOTES

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Learning styles

%NIT * LEA7NING STYLES

Str4.t4re

321 )ntroduction

323 4nit 5b6ectives

327 Meaning

328 Personal Preferences

32: $ctivist

32 Pragmatist

32< (heorist

32= &eflector 32> &eflexive

321? ModerniAation (heory

3211 Kolbs learning 'ycle

3213 Summery

3217 Key (erms


*:3 INT7OD%6TION

)n this 4nit, you "ill Study "hat is learning style and about thedifferent learning styles models2 (he unit "ill also discuss the

ModerniAation theory and the learning cycle2 (he approaches of

learning styles li#e &eflective 5bservation and $ctive

%xperimentation2

*:& %NIT OB;E6TI5ES


• 4nderstand the meaning of Learning style

• 4nderstand the different Learning models• 4nderstand the ModerniAation theory

• 4nderstand the Learning 'ycle

*:* MEANING

$ learning style is a studentIs constant "ay of ans"ering to and

using stimuli in the context of learning 5r "e can say that

Learning styles refer to a range of competing and

NOTES

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contested theories that aim to account for differences in

individualsI learning2 (hus, learning styles are not actually

"orried "ith "hat learners learn, but rather ho" they prefer to

learn2

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NOTES

*:, PE7SONAL P7E8E7EN6ES

Learning styles "ere given by Peter oney and $lan Mumford,

"hich is based upon the effort of Kolb, and they recogniAed four discrete learning styles or

preferencesF $ctivist,(heorist,Pragmatist and &eflector2 (hese

are the learning approaches that individuals generally prefer and

they suggest that in order to maximise oneIs o"n personal

learning each learner ought toF

• #no" their learning style

• see# out opportunities to learn using that style

(o understand your exacting learning style oney and Mumford

have developed a Learning Style @uestionnaire and "ith this

information you "ill be in a very good position to do three reallyuseful thingsF

12 Hecome smarter at getting a improved fit bet"een

learning opportunities and the "ay you learn the best2

(his ma#es your learning very easy, very effective and

more en6oyable2 )t saves you tac#ling your learning on a

hit-and-miss basis2 aving the information about your

learning preferences, youIll have many more hits and

fe"er misses2H

32 H%nlarge the Iband "idthI of experiences from "hich you

get benefit2 ecoming an all-round learner, enhances

your adaptability and helps you learn from a "ide rangeof different experiences - some formal, some informal,

some planned and some spontaneous2H

72 H)mprove your learning s#ills and processes2 %nhanced

alertness of ho" you learn, opens up the entire process to

self-scrutiny and improvement2 Learning to learn is your

very important potential since it gives the gate"ay to

everything else you "ant to develop2H

69E6K YO%7 P7OG7ESS

12 Dhat are the .our Learning stylesC32o" can you increase your learning s#illC

*: A6TI5IST

$ctivists are the people "ho li#e to learn by doing2 $ctivists

require to get their hands dirty, to dive in "ith both feet first2

ave an unbiased approach to learning, involving themselves

fully and "ithout bias in ne" experiences2

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Learning styles

$ctivists engage themselves fully and "ithout bias in ne"

experiences2 (hey li#e the here and no", and are glad to be

dominated by immediate experiences2 (hey are unbiased, notsceptical, and this tends to ma#e them passionate about anything

ne"2 (heir philosophy isF H)ll try anything onceH2 (hey tend to

act first and consider the consequences after"ards2 (heir days are

pac#ed "ith activity2 (hey handle the problems by brainstorming2

$s soon as the enthusiasm from one activity has died do"n they

loo# for the next problem!activity2 (hey tend to prosper on the

challenge of ne" experiences but are fed up "ith

accomplishment and longer term consolidation2 (hey are

expressive people constantly involving themselves "ith others

but, in doing so, they see# to centre all activities aroundthemselves2

A.tivities'

• rainstorming

• Problem solving

• 9roup discussion

• PuAAles

• 'ompetitions

• &ole-play

ST7ENGT9S

• .lexible and open-minded

• appy to Hhave a goH

• %n6oys ne" situations

• 5ptimistic about anything ne" -

therefore unli#ely to resist change


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• (endency to hog the limelight

• 5ften ta#e unnecessary ris#s

• 9oes into action "ithout sufficient preparation

• 9ets bored "ith implementation and consolidation

Learning styles

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NOTES

69E6K YO%7 P7OG7ESS

72 Dho is an $ctivistC

82 Drite the activities of an $ctivitiesC

*:/ P7AGMATIST

(hese people "ant to be capable to see ho" to put the learning

into exercise in the real "orld2 $bstract concepts and games are

of limited use except they can see a method to put the ideas intoaction in their lives2 %xperimenters, al"ays trying out some ne"

ideas, theories and techniques to notice if they "or#2

Pragmatists are the people "ho #een on trying out ideas, theories

and techniques to see if they "or# in practice2 (hey positively

find out ne" ideas and ta#e the first chance to experiment "ith

applications2 (hey are the #ind of people "ho return from

courses full "ith ne" ideas that they "ant to try out in exercise2

(hey "ant to get on "ith things and act rapidly and assertively

on ideas that dra" them2 (hey tend to be intolerant "ith

ruminating and open-ended discussions2 (hey are necessarily practical, do"n to earth people "ho li#e to ma#ing realistic

decisions and solving problems2 (hey react to problems and

opportunities Ias a challengeI2 (heir philosophy is H(here is

al"ays a better "ayH and H)f it "or#s itIs goodH

A.tivities'

• (ime to thin# about ho" to apply learning in reality

• 'ase studies

• Problem solving

• iscussion

ST7ENGT9S

• Keen to test things out in practice

• Practical and realistic

• o"n to earth and business-li#e; gets straight to the point

•

(echnique oriented

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69E6K YO%7 P7OG7ESS

:2 Drite the Strength of PragmatistC

2 Dhat are the Dea#ness of PragmatistC

*:0 T9EO7IST

(heorist "ants to understand the theory behind the actions2 (hey

require models, concepts and facts in order to employ in the

learning process2 Prefer to analyse and synthesise, fetching ne"

information into a organiAed and logical ItheoryI2

(heorists adapt and combine observations into complex but

reasonably sound theories2 (hey thin# problems through in a

vertical, step-by-step logical "ay2 (hey incorporate disparate

facts into logical theories2 (hey tend to be perfectionists "ho"onIt rest easy until things are neat and fit into a sensible

scheme2 (hey li#e to examine and synthesiAe2 (hey are verymuch

#een on the basic assumptions, principles, theories models and

systems thin#ing2 (heir philosophy praises rationality and logic2

H)f its logical its fine2H @uestions they ofenetly as# areF Hoes it

ma#e senseCH Ho" does this fit "ith thatCH HDhat are the basic

assumptionsCH (hey tend to be separate analytical and devoted to

rational ob6ectivity rather than anything sub6ective or uncertain2

(heir approach to problems is constantly logical2 (his is their

Imental setI and they firmly re6ect anything that doesnIt fit "ith it2(hey prefer to maximise firmness and feel uncomfortable "ith

sub6ective 6udgements, lateral thin#ing and anything flippant2

A.tivities'

• Models

• Statistics

• Stories

• @uotes

• ac#ground information

• $pplying theories

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NOTES

ST7ENGT9S

• Logical, HverticalH thin#ers

• &ational and ob6ective

• isciplined approach

• 9ood at as#ing probing questions


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hand and from others, and prefer to thin# about it in detail before

coming to a conclusion2 (he detailed collection and study of data

about experiences and events is "hat counts so they tend to

delay reaching ultimate conclusions for as long as possible2 (heir

philosophy is to be cautious2 (hey are very thoughtful people"ho li#e to thin# all possible angles and implications before

ma#ing a move2 (hey prefer to ta#e a bac# seat in meetings and

discussions2 (hey ta#e pleasure in observing other people in

action2 (hey listen to others very carefully and get the flo" of

the discussion before ma#ing their o"n points2 (hey tend to

accept a lo" profile and have a a little distant, tolerant calm air

about them2 Dhen they act it is part of a broad picture "hich

consists the past as "ell as the present and othersI observations

as "ell as their o"n2

Learning styles

A.tivities' NOTES

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• Paired discussions

• Self analysis questionnaires

• Personality questionnaires

•

(ime out• 5bserving activities

• .eedbac# from others

• 'oaching

• )ntervie"s

ST7ENGT9S

• 'areful

• (horough and methodical

• (houghtful

• 9ood at listening and assimilating information

• &arely 6ump to conclusions


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>2 Drite the Strength of &eflector2

1?2 Drite the Dea#ness of &eflector2

*:1 7E8LEI5E

(he concept of refleive moderni>ation or refleive

modernit "as given by a 6oint effort of three of the foremost

%uropean sociologists E $nthony 9iddens, 4lric ec#

and Scott Lash2 (he introduction of this concept has double

purposeF to re-evaluate sociology as a science of the present

*touching beyond the early 3?th century conceptual structure+;

and to give a counterbalance to the postmodernist

hypothesis offering a re-constructive vie"

alongside deconstruction2

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NOTES

(he concept built upon previous ideas such as post-industrial

society*aniel ell+ and post material society, but emphasis ho"

in reflexive moderniAation, modernity directs its interest to the

process of moderniAation itself2

(his type of learner is someone "ho traverses their experiences

of learning to better #no" ho" they learn and get better their

learning and thus, becoming a lifelong learner2 (his type of

student is more self-a"are and self-critical, truthful about

themselves and open to criticism and feedbac#, curious and

prepared to try different approaches, stimulated to improve and

more capable to carry through independent learning2 Plans that

may help to get better and encourage reflection include self- and

peer evaluation, learning logs, critical incident and field"or#

diaries, reflective commentaries, and action research2

69E6K YO%7 P7OG7ESS

112 Dho give the 'oncept of reflexive moderniAationC

132 o" &eflexive learners learnC

*:) MODE7NIFATION T9EO7Y

ModerniAation theory is a theory "hich is used to describe the

process of moderniAation that a nation goes through as it

transforms from a traditional society to a modern one2 (he theory

has not been credited to any one person; instead, its development

has been lin#ed to $merican social scientists in the 1>:?s2

(here are several different versions of moderniAation theory2

(his lesson "ill discuss about the opposing vie"s of the Marxist

and capitalist versions, a Destern version, and a current version

of moderniAation theory2

5ther moderniAation theorists, such as Samuel untington,

discussed that social mobiliAation and economic development

"ere po"erful forces behind moderniAation2 %nhanced so.ial

mo!ili>ation meant that individuals and societal groups

transformed their aspirations2 %nhanced e.onomi.

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development meant the capabilities of the ne"ly modern society

"ould change2 untington argued that these communal changes

"ould unavoidably lead to democratiAation2

%ven though the Marxist and capitalist versions of moderniAation

supposed opposing vie"s, both vie"s held that in order for

developing countries to moderniAe the countries essential

assistance in economic development and social change2

Learning styles

'ommunism "as fading by the 1>


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69E6K YO%7 P7OG7ESS

172Dhat do you understand by the moderniAation theoryC

182 Dhat is social mobiliAationC

*:&3 KOLBS LEA7NING 6Y6LE

avid Kolb in print his learning styles model in 1>=8 from

"hich he developed his learning style inventory2

(he learning theory of KolbIs experiential learning "or#s on

t"o levelsF a four stage cycle of learning and four different

learning styles2 Much of Kolbs theory is deal "ith the

learners internal cognitive processes2

Kolb says that learning involves the attainment of abstract

concepts that can be applied openly in a range of situations2 )n

Kolbs theory, the impulsion for the development of ne"

concepts is given by ne" experiences2 $ccording to

KolbsRLearning is the process "hereby #no"ledge is created

through the transformation of experience 2

12 'oncrete %xperience - *(his is a ne" understanding

of situation is faced, or a reinterpretation of existing

experience+2

32 &eflective 5bservation *of the ne" experience2 5f

specific importance are any inconsistencies bet"een

experience and understanding+2

72 $bstract 'onceptualiAation *&eflection gives gro" to

a ne" idea, or a alteration of an existing abstract

concept+2

82 $ctive %xperimentation *the learner applies them to

the "orld around them to see "hat results+

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1:2 Dhat is $ctive %xperimentC

12 Dhat is concrete experienceC

Learning styles

NOTES

*:&& S%MMA7Y

• Learning styles are not actually "orried

"ith "hat learners learn, but rather ho" they prefer to

learn2

• (here are .our distinct learning styles or preferencesF

12 $ctivist,

32 (heorist,

72 Pragmatist

82 &eflector

• $ctivists are the people "ho li#e to learn by doing2

• Pragmatists "ould li#e to #eep on trying out ideas,

theories and techniques to see if they "or# in practice2

• (heorists accept and combine observations into complex

but logically sound theories2

• &eflectors li#e to stand bac# to consider experiences and

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"atch them from many different perspectives2

•(his type of learner is someone "ho traverses their

experiences of learning to better #no" ho" they learn

and improve their learning and thus, becoming a

lifelong learner2

• ModerniAation theory is a theory used to describe the

procedure of moderniAation that a nation goes through as

it transformes from a traditional society to a modern one2

*:&* KEY TE7MS

• O!servation' 5bservation is the process or action of

closely observing or monitoring something or someone2

• Moderni>ation' ModerniAation mat be refers to a model

of a progressive transformations from a Ipre-modernI or

ItraditionalI to a ImodernI society2

Learning styles

• Learner' $ person "ho is learning a s#ill or sub6ect2

• Development' )t is the procedure of developing or

being developed2

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• P#ilos#p#' (he learning of the basic nature of

#no"ledge, reality, and existence, especially "hen

considered as an academic discipline2

• Optimisti.F $ person "ho is hopeful and confident

about the future2

A.tive' $ person "ho is %ngaging or ready to engage in

physically energetic pursuits2

*:&, C%ESTION H EE76ISE

S#ort- Ans?er C4estion

@21 Drite the Strength of an $ctivistC

@23 Dho is the &eflectorC

@27 Dhat is relective observationC

@28 Drite the activities of &eflectorC

Lon"- Ans?er C4estion

@21 escribe the moderniAation theory2

@23 escribe the Kolbs learning cycle2

@27 Dho is pragmatist and "rite the activities2

@28 Dho is theorist and "rite the strength2

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Approaches

%NIT , APP7OA69ES

Str4.t4re

721 )ntroduction

723 4nit 5b6ectives

727 Learning through research Summery

728 Mentoring and 'oaching

7272? Mentoring

72721 'oaching

72: Seminars and 'onferences

7282? Seminars

72821 'onferences

72 Secondments

72< )ntervie"s72= 4se of the internet

72> Social 0et"or#s

721? ulletin oard

7211 0e"s 9roups

7213 Summery

7217 Key (erms


,:3 INT7OD%6TION

)n this unit you "ill learn about the approaches to self-managed

learning, learning through research, mentoring and coaching,

Seminars and conferences, Secondments2 (his unit "ill also

teach you about ho" to crac# )ntervie"s, use of internet, Social

net"or#s, bulletin boards and 0e"s groups2

,:& %NIT OB;E6TI5ES


• 4nderstand the learning through research

• Learn about the mentoring B coaching , Seminars and

conferences

• 4nderstand the Secondments

• Kno" about the crac# )ntervie"s, use of internet, Social

NOTES

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net"or#s, bulletin boards and 0e"s groups

,:* LEA7NING T97O%G9 7ESEA769

Learning through research as an one of the example of the self-

managed learning

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NOTES

• HLearning through researchH encompasses understanding

of learning, in this the learners determines, tests and

reflects o"n learning goals in a self-managed and self-

responsible form2

• HLearning through researchH is essential required through

individual "or#

- Dor# in autonomous learning groups

- 'o-operation in research pro6ects

T#e met#od of learnin" t#ro4"# resear.# ma$es possi!le

that older people select and "or# on forgotten or

undeveloped research sub6ects or adduct care to not yet

researched facts

that older studentsI attitudes and their life experience sand

also professional are consider in the design of research pro6ects

to learn about aged and about social issues also for the

same time about the "ay ho" ageing and social issues

are researched

(he tas#s of the teachers are that for teaching moderator

and they consist in the initiation of pro6ect groups and

their accompaniment from search for a particular sub6ect

through to result for documentation

(he ne" information and communication technologies

can strengthen self-determination and also it is the

independent research "or# of the learners2

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&: Dhat are approachesC

*: Dhat important of learning through researchC

,:, M ENTO7ING AND 6OA69ING

,:,:3 Mentorin"

H.or maximiAe the people inner potential and mange for o"n

learning the Mentoring is to support and encourage them, evolve

their o"n s#ills, polish their performance and become the person

they "ant to be2H

Approaches

Mentoring is the very po"erful tools for personal

development2 Mentoring is an effective "ay for progress in

people careers by helping their and is becoming increasing

popular as its potential is realiAed2 Mentoring is a partnership

bet"een t"o people one is mentor and second is mentee; they

NOTES

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are normally "or#ing in a similar field or sharing

corresponding experiences2 )t is a very helpful for build up

relationship based upon mutual trust and respect of each

other2 $ mentor is a guide "ho can help the mentee to analyAe

the right "ay and "ho can help them to solve for developcareer issues2 Mentor is had similar experiences to gain a

sympathy "ith the mentee and realiAation of people issues2

Mentoring is provides an opportunity to mentee to thin#

about career progress and options2 $ mentor should help the

mentee to believe in himself and boost him confidence2 e

should as# questions and challenge, "hile encouragement and

providing guidance2 Mentoring allo"s the mentee to explore

ne" ideas "ith confidence2 )t is a chance to loo# more closely

at yourself, your issues, opportunities and "hat you "ant in

life2 )t is about becoming more self-a"are for future, ta#ingresponsibility for life and directing your life in the direction

you decide.

,:,:&6oa.#in"

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belief

Approaches

NOTES )t is li#e crac#ing a"ay the top layers of an onion to determine

that the problem lies at the core2 'oaching are done "ell is about"or#ing at the core, "hich determinations not only the

presenting difficulty but it is also problems "hich at the time are

not even establishing themselves yet2 'oaching is around

building a relationship and it is based on adoptions rather than

advice2 .or Pry dale, coaching is holistic, it ta#es into

interpretation the "hole person and the complete range of issues

"hich require determination or improvement2 So 'oaching is a

"ay of being, "ay of thin#ing and a "ay of speed up

development2


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69E6K YO%7 P7OG7ESS

72 )mportance of Mentoring for self-managed learning2

82 )mportance of 'oaching for self-managed learning2

Approaches

,: SEMINA7S AND 6ON8E7EN6E

,::3 Seminar

T#e O!Je.tives of Seminars for Profit Or"ani>ations

Seminars cover topics important to running a successful

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organiAation2 (opics are regularly presented by field experts2 $n

extensive variety of s#ills can be learned by 6oining seminars2

Li#e financial reporting, mar#eting, soft"are use, human

resource guidelines and management s#ills are common topics

presented at seminars2 Seminars are super #no"ledge tool andmanagement resource2

B4siness Mana"ement

usiness management is a mutual seminar ob6ective2 (his

Seminars are conducted for explain basic management s#ills2

Mar#eting, financial recording, employee relations and business

la" are in present2 $ business management seminar is planned to

give you an overvie" of the tools "anted to run a successful

organiAation2

Mar$etin"

Mar#eting seminars is for teach the s#ills "anted for successfulmar#eting2 irect mar#eting and promotion s#ills are presented2

$ttending at a mar#eting seminar "ill teach you ho" to reach out

to potential consumers2

8inan.ial

Seminars are available for to teach you the simple financial s#ills

"anted to run a gainful organiAation2 $ccounting investments,

requirements and business tax la"s are general topics of financial

seminars2 Presence seminars "ill #eep you up to date "ith

variations in financial reporting la"s

Soft?are

Seminars are available for to teach you ho" to use a specific

soft"are program2 Soft"are operators "ill increase the tools

needed to professionally use the soft"are in place in your

"or#ing organiAation2 Learning ho" to usage a particular

program is important and valuable for all employees2 Soft"are

seminars are frequently conducted by the provider of the program

,::&6onferen.es

$ conference is a meeting of professionals in a given sub6ect or

profession, it is dealing "ith organiAational matters, matters

about the status of the profession, and technical gro"ths2 )t is

differs from an academic conference in having "ider goals, and

usually a much "ider attendance2 (hey are generally sponsored

by the professional society in the field, and typically are

organiAed 38 on a national basis2 Some are international and

usually organiAed by groups of the national societies in a sub6ect2

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NOTES Some are local, province, normally by state, or other local

sections of a national body2 (hey are frequently held annually2

Some of the ma6or societies hold more than one a year2 5thers

are held as a onetime event, and are usually dedicated to a

specific topic2

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:2 /arious types of seminar2

2 Dhat is conferenceC

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tension is to be prepared2 (a#e the time for understanding revie"

common intervie" questions you "ill most li#ely be as#ed2 $lso,

revie" model ans"ers and information on ho" to ans"er these

typical questions as# in the intervie"2 .ollo"ing is the general

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version of the 6ournals have allo"ed us to develop the basic

understanding regarding the foundations of different topics2

$dditional advantage associated "ith the use of internet as a

funds of self-managed learning is that the learner is capable togain responsibility for his o"n learning process2 (herefore,

Approaches

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(herefore, giving gro"th to a sense of responsibility for personal

actions and the ability to accept the resultant consequences

)nternet has also allo"s us to depend upon person o"n style of

learning "hich can vary from person to person2

,:1 SO6IAL NET2 o" use internetC

1?2 Dhat is )mportant of social net"or# for self-managerial

developmentC

,:) B%LLETIN BOA7DS

%mployers normally use bulletin boards as a means of postingdata for employees, and as a place "here staffs can post

information2 ulletin boards are classically located in

lunch!brea# areas in the "or#place2 $n employer is not

mandatory to have a bulletin board, "hile some union contracts

require bulletin board space for practice by the union2 Staffs

should address the use of bulletin boards in the employee

handboo#, and in specific should require that items posted on the

bulletin board are accepted prior to posting by a supervisor to

confirm that discriminatory items are not posted2 )n addition,

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employers!supervisors should chec# bulletin boards on the

regular basis to confirm that inappropriate!unla"ful things have

not been posted

Approaches

NOTES

,:&3 NE


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o"n learning the Mentoring is to support and encourage

them, evolve their o"n s#ills, polish their performance

and become the person they "ant to be2H

Mentoring is provides an opportunity to mentee to thin#

about career progress and options2 $ mentor should help

the mentee to believe in himself and boost him

confidence2

'oaching is a one person managing another through a

special process, leading to performance development2

'oaching is focuses on future opportunities and it is uses

learning from past experiences2 'oaching is extra about

ho" things are done, rather than "hat things are done2

'oaching is a "ay of being, "ay of thin#ing and a "ay of

speed up development2

Approaches

Seminars cover topics important to running a successful

organiAation2 (opics are regularly presented by field

experts2

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$n extensive variety of s#ills can be learned by 6oining

seminars2 Li#e financial reporting, mar#eting, soft"are

use2

$ conference is a meeting of professionals in a given

sub6ect or profession, it is dealing "ith organiAational

matters, matters about the status of the profession, and

technical gro"ths

Secondments mean many people do not understand that it

is possible to discover different career possibilities by

momentarily changing roles inside the same company2

ob intervie"s are al"ays tense - even for 6ob see#ers

"ho have gone on uncountable intervie"s2 (he best "ay

to decrease the tension is to be prepared2

(he general question and ans"er about the intervie"2

)nternet information of any type is available at 6ust

ma#ing one lic# and the process of learning faster and

much more suitable2

$s compared to the material available in the library at

academic institution then internet offers access to a huge

number of reliable sources of #no"ledge2

$ social net"or#ing service is one of the online service,

platform, or site that focuses on helping the building of

social net"or#s or social relations bet"een people2

ulletin boards are classically located in lunch!brea#

areas in the "or#place2

0e"s groups are online conversation groups that deal

"ith a variety of topics2

0e"s groups are can active forums for the interchange of

information and ideas2

,:&* KEY TE7MS

Se.ondments' (he seconded employee is referred to as

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the HemployeeH or HsecondedH

B4lletin !oardsF ulletin boards are particularly

prevalent at universities2 (hey are used by many sports

groups and extracurricular groups and anything from

local shops to official notices2

;o! See$ers' $ person "ho is unemployed and loo#ing

for "or#2

Approaches

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NOTES

8inan.ial' the finances or financial situation of an

organiAation or individual

Mar$etin"' the action or business of promoting and

selling products or services, including mar#et research

and advertising2

,:&, C%ESTIONS AND EE76IES

S#ort-Ans?er C4estions

&: $pproaches for learning thorough research2

*: 9eneral definition of the mentoring and coaching2

,: List the various question as# in the 6ob intervie"2

Lon"-Ans?er C4estions

&: Drite a note explaining the learning through research2

*: State the significance of the Mentoring in self-management learning2

,: Drite note on the Seminars and 'onference

: o" use of internet for self-management learningC

/: Drite important of social net"or# in self-management

learningC

0: Drite not on the ulletin boards and ne"s group2

Effectie Learning

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%NIT E88E6TI5E LEA7NING

Str4.t4re

821 )ntroduction

823 4nit 5b6ectives827 Meaning


82: Planning

82 5rganiAation and evaluation

82< Summery

82= Key (erms


:3 INT7OD%6TION

(his chapter presentsEnon-systematically and define the same

principles of learning "hich characteriAe the approach such

learner2 Many of those principles apply to learning in general,

but clearly some are commonly important in science,

mathematics, and technology education2 .or convenience,

learning is presented here in separate sections, even though they

are nearly interrelated2

:& %NIT OB;E6TI5ES

(here are follo"ing points "hich discuss in this unit2

• Learning )s 0ot 0ecessarily an 5utcome of (eaching

• Dhat students learn is influenced by their )deas

• Progression in learning is usually forming the concrete to

the $cademic

• &equires Students .eedbac# of %ffective Learning

:* MEANING

)n our normal life "e use the term Learning every day in various

situations2 ut "ithin the field of educational psychology, the

term ed4.ation is really a specific term2 Many persons use

unli#e "ords to define learning "ithin educational psychology,

here "e discuss about a step-by-step process in "hich an

experience ta#en by o"n ris# stable, lasting changes in

#no"ledge, behaviours, attitude, discipline or "ays of dealing

NOTES

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http://study.com/academy/lesson/educational-psychology-applying-psychology-in-the-classroom.htmlhttp://study.com/academy/lesson/educational-psychology-applying-psychology-in-the-classroom.html


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out the "orld2 LetIs go during a fe" examples of various types of

learning you might listen to about in the field of educational

psychology2

Effectie Learning

NOTES )n educational psychology, "e explain o!servational

learnin" as learning not by our personal experiences, but by

"atching someone also execute and noting the result of that

behaviour2 Spea#ing of very young children around us is good

example that ho" to spea# "ell2 De can learn ho" to do simple

motions by 6udge all of the young children around us "al#2

Sometimes,

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