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
28 S#ills of personal assessment
2: Planning
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2 5rganiAation and evaluation
2< Summery
2= Key (erms
2> @uestions and %xercises
%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
1121? @uestions and %xercises
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
121? @uestions and %xercises
&: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
Self managed learning
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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
Self managed learning
(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
Self managed learning
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
1>
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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
Self managed learning
(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,
Self managed learning
• 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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Self managed learning
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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Self managed learning
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:
NOTES
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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
Self managed learning
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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
Self managed 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
NOTES
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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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Self managed learning
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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Self managed learning
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
Self managed learning
• 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
Self managed learning
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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
$ctual dateC
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Self managed learning
&:1 KEY TE7MS
Independent learnin", "hich connotes learning in
isolation, or is represented by the HloneI learner "ho
ma#es all of the decisions about goals, content, effort,
time, and evaluation, etc2
• Ps.#olo"i.al .ontrol, "hich connotes the necessary
element in the definition, is found in the learnerIs
psychological independence *control+ rather than in social
or curricula elements2
&:) C%ESTIONS AND EE76ISE
S#ort-Ans?er C4estions
1 Dhat is SM$&( 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
3218 @uestions and %xercises
*: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
$fter going through this unit, you "ill be able toF
• 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
Learning styles
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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
Learning styles
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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
Learning styles
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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+
69E6K YO%7 P7OG7ESS
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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
7218 @uestions and %xercises
,: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
$fter going through this unit, you "ill be able toF
• 4nderstand the learning through research
• Learn about the mentoring B coaching , Seminars and
conferences
• 4nderstand the Secondments
• Kno" about the crac# )ntervie"s, use of internet, Social
NOTES
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net"or#s, bulletin boards and 0e"s groups
,:* LEA7NING T97O%G9 7ESEA769
Learning through research as an one of the example of the self-
managed learning
Approaches
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NOTES
• HLearning through researchH encompasses understanding
of learning, in this the learners determines, tests and
reflects o"n learning goals in a self-managed and self-
responsible form2
• HLearning through researchH is essential required through
individual "or#
- Dor# in autonomous learning groups
- 'o-operation in research pro6ects
T#e met#od of learnin" t#ro4"# resear.# ma$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
69E6K YO%7 P7OG7ESS
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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"
Effe.tive 6oa.#in" in t#e
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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
Approaches
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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
69E6K YO%7 P7OG7ESS
:2 /arious types of seminar2
2 Dhat is conferenceC
,:/ SE6ONDMENTS
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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
question and ans"er is given bello"
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NOTES
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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
828 S#ills of personal assessment
82: Planning
82 5rganiAation and evaluation
82< Summery
82= Key (erms
82> @uestions and %xercises
: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,