developing a personal development plan
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Developing a Personal Development Plan. Developing Business Practice – 302LON. Unit: 10 Knowledgecast : 1. Module Learning Outcomes. In this Knowledgecast, we will: Analyse a range of learning styles and the factors that influence successful study - PowerPoint PPT PresentationTRANSCRIPT
Developing Business Practice – 302LON
Developing a Personal Development Plan
Unit: 10 Knowledgecast: 1
In this Knowledgecast, we will:
• Analyse a range of learning styles and the factors that influence successful study
• Discuss the value of reflection and self-evaluation as a learner• Prepare a Personal Development Plan to address areas in need of
development throughout your programme of study
Module Learning Outcomes
Module OverviewUnit1 Developing as a learner
2 Working independently and with others
3 Academic writing
4 Critical thinking, reading and taking notes
5 Using data in your studies
6 Business and management research
7 Career development strategies
8 Effective self marketing tools
9 Successful work experience
10 Personal Development Planning
• “Lifelong, lifewide, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons”
• Lifelong learning enhances: – social inclusion and active citizenship– personal development– competitiveness and employability.
• Continually adapting to change by acquiring:– New skills– New ways of thinking
Lifelong Learning
Source: UK Department of Education (2000)
Source: EU Commission (2006)
Your Core SkillsCognitive skills: critical thinking, analysis and synthesis
Problem solving and decision making: using quantitative and qualitative data
Research and investigative skills: as part of individual and team assignmentsInformation and communications technology skills: using a range of business applications Numeracy and quantitative skills: data analysis, interpretation and extrapolation
Communication skills: oral and written English, using a range of media
Interpersonal skills: talking, listening and negotiation
Team-working skills: leadership, team-building, influencing others Personal management skills: time management and planning, motivating yourself, using initiative Learning skills: reflective, adaptive and collaborative Self-awareness: sensitivity and openness to others who are different to you, emotional intelligence
Source: www.qaa.ac.uk
How Do People Learn?
Kolb’s Learning
Cycle
Honey & Mumford Learning Styles
How can I use this information?
- Effective learners will be able to learn in all 4 styles
- Identify your strengths or preferred learning style
- Reflect on your past experiences of learning where learning was not successful
- Identify opportunities to learn using each of the 4 styles
Honey & Mumford Learning
Styles
1. Schedule sufficient time to reflect on your experiences2. Being clear about what specific experience you are reflecting on3. Choose a suitable method to record your reflections4. Use the skill of ‘critical thinking’ to consider ideas and evidence5. Be honest with yourself about your thoughts and your feelings6. Be open to feedback
Reflection: How do you do it?
Managing Your Studies
Based on Fayol’s 5 Elements of Management (1916)
‘…still recognised as relevant for the managers of today and tomorrow.’
Moorcroft (2000:8-10)
Clearly Defined
Challenging
Committed to
Receive Regular Feedback
Recognise Complexity
Motivation – Achieving Your Goals
Based on Goal Theory (Locke, 1968)
‘At present, goal-setting is one of the most influential theories of work motivation applicable to all cultures’. Hannagan (2005:363)
1. Clear and shared goals
2. Agreed ways of working
3. Effective communication
4. Support and cooperation
5. Regular review of progress
5 Factors for Successful Team Working
A Simple Communication Framework
Sender Receiver Message Presentation
4 Assessment Steps: No 4 – Plan the Time
Ability To Pass:
Ability To Manage:
Why Don’t All Students Succeed?
Stages of Research
‘An acknowledgement of the implications and significance of
a researcher’s choices as designer, observer and
writer.’
Being a Reflexive Practitioner
The aims of reflexivity include:
- Examine your unconscious reactions to the research methodology
- Explore the dynamic between the researcher and the researched
- Understand the role of the researcher in the construction of knowledge
In our next Knowledgecast, we will look at:
• Analyse a range of learning styles and the factors that influence successful study
• Discuss the value of reflection and self-evaluation as a learner• Prepare a Personal Development Plan to address areas in need of
development throughout your programme of study
What are we going to cover next?
In this Knowledgecast, we have looked at:
• Analyse a range of learning styles and the factors that influence successful study
– Recognising the link between learning through experience and reflection as a key management skill
• Discuss the value of reflection and self-evaluation as a learner– Reflection as a key academic and business skill to support deep learning
• Prepare a Personal Development Plan to address areas in need of development throughout your programme of study
– The use of skills frameworks to help identify and create your academic and lifelong learning plans
Knowledgecast Summary
Seminar - Module Overview
1. Developing as a learner
2. Working independently and with others
3. Academic writing
4. Critical thinking, reading and taking notes
5. Using data in your studies
6. Business and management research
7. Career development strategies
8. Effective self marketing tools
9. Successful work experience
10. Personal Development Planning
Student ‘Teach-Ins’ increase motivation to learn, promote deep learning and enhance self-esteem
(Wagner and Gansemer-Topf, 2005)
• Choose a topic from this module• Prepare a 5 minute ‘teach-in’• Everyone actively participates• Recognise how your strengths have been used to produce your
Teach-In• Be ready to run your session in our last Group Activity
Seminar: Group Teach-In
Student ‘Teach-Ins’ increase motivation to learn, promote deep learning and enhance self-esteem
(Wagner and Gansemer-Topf, 2005)
• Choose a topic from this module• Prepare a 5 minute ‘teach-in’• Everyone actively participates• Recognise how your strengths have been used to produce your
Teach-In• Be ready to run your session in our last Group Activity
Group Activity: Group Teach-In