Importance of Knowing the Preferred Learning Style and the Benefits - Assignment Example

Task 1 A: importance of knowing their preferred learning style and the benefits/limitations it may have in self-managed learning Activists are defined as those individuals who learn by doing things. These individuals usually have an open mind when it comes to their approach for learning thus they involve themselves fully and have no bias to any new experiences. The theorists on the other hand are seen as those learners who like to have an understanding of the theory behind the actions and they need to make use of concepts, models and facts and for them to engage in the learning process. The pragmatists are those individuals who need to be able to see how they can put learning into practice and more so in real life settings. Games and abstract concepts tend to be of limited in use except in instances when there seems to be a way to put the ideas into action. The reflectors are those individuals who learn by thinking about what have really happened in a given situation and also through watching. In some examples these individuals tend to avoid be fully involved and thus they prefer to watch from a distance. These individuals usually prefer to stand back and also view the experiences from different perspectives; they collect the data and take their time so as to come up with a suitable conclusion (Honey and Mumford 1986). Reflexive modernization theory was launched by three sociologists and they include Scott Lash, Ulrich Beck and Anthony Giddens. Reflexive modernization is defined as the process of modernization that is characteristic of risk society and in this regard the progress is mainly achieved through reform as well as through reorganization. In Reflexive modernization theory technology and science are mainly less concerned with the idea of expanding the resources but in contrast it sets out to reevaluate what is already in use by the society (Beck, Giddens, Lash, 1994). The Kolb’s learning cycle is a learning style published by David Kolb and the theory usually operates under two major levels that is the four stage cycle of learning as well as the four separate learning styles. The theory usually focuses on the learners internal cognitive processes and it sets for distinct learning styles and they are based on the four stage learning cycle (Kolb, 1984). The four stage cycle entails the concrete experience, reflective observation, abstract conceptualization and active experimentation, as it is shown on figure 1 below. In addition to these Kolb’s also sets out the four distinct learning styles and these learning styles are based on a two by two matrix. Each of the four learning styles represents a combination of two preferred styles and they include accommodating, diverging assimilating, and converging (Kolb 1984, p. 38). Everyone is unique and thus individuals tend to be unique learners in that no other person tends to learn in the same way. Students need to be aware of their learning style since it is of great importance in their academic, personal and professional life. A clear and concise knowledge of one’s learning style assist a person in their academic work in that it offers them a head start and through it students can maximize their learning potential. Additionally, one can reduce the stress as well as the restrictions that are mainly attributed to the learning experiences since they will make use of the style that is well suited for them. By having adequate knowledge on their learning styles one can expand their learning and studying strategies. The learning styles also are great benefit to the personal life in that it inspires greater motivation and curiosity for lifelong learning and through such knowledge one can make use of the opportunity on their natural skills as well as inclinations (Paradise and Barbara 2009). Knowledge of one’s learning style is of benefit in that one usually stays up to date professionally and it also translates ones learning power into earning power. Leaflet Task 1 B: Evaluate the following approaches to self-managed learning Apprentices are usually subject to a number of learning environments and experiences throughout their training. There are a number of approaches to self-managed learning. Learning through research is termed as a form of self-managed learning that aims at recognizing, rewarding as well as developing an integration of both teaching and research in the curriculum. This means that despite what they learn in class they can undertake studies on themselves to enhance and add to what they have learned. It is of great benefit to the students in that it enhances motivation, skills development and active learning. To make learning effective the apprentices will also learn from others from childhood children learn from a number of aspects and this also includes learning from others and this usually entails reading a number of articles from various people, finding and listening to mentors. Seminars are also a great way in which the apprentices will learn from in addition to the above mentioned approaches of self-managed learning. Based on the seminars the apprentices will come together for discussions as well as learning of certain topics and techniques. They will learn a lot from the seminars since each and every one will be expected to participate. A great number of the seminars are mainly offered by renowned people who have adequate knowledge of the topic under discussion. The apprentices will also be expected to attend to a number of conferences with the aim of increasing their knowledge on certain topics since they will have room to discuss a number of aspects and exchange information. Another approach to self-managed learning is secondments. The apprentices will be assigned temporary task and work in other areas. This will help the students in a great deal of way in that it will help them in their career development, the students will also gain a lot of skills and gain necessary experience. Apprentices will also learn from the interviews, each interview opportunity acts as very good instance for one to learn (Jasper 2006). From the interviews, the apprentices will know of what they should do and what they should avoid when attending interviews to make them more successful. The apprentices will also learn a lot from the internet in that they will conduct research and make use of online available material to enhance their learning. This is a preferred learning method since the internet has over time become and been viewed as a good source of information and more so with the various technological advances. The apprentices will also learn from the social networks in that they will engage with others in similar social circles and based on this they can exchange their ideas and learn by applying concepts they have learned from the others. The apprentices will also learn from the bulletin boards and they will be used so since they function as being a perfect mediums and it will help the integration of the four major views of a gifted instruction which are complexity, acceleration, depth and novelty. Through the bulletin boards the students will learn of the connection that exists between as well as across the various disciplines they will be learning about. The bulletin board will also assist the apprentices in that they will act as means of enhancing independent study projects and this will be based on the apprentice’s choice, interest and aptitude. Apprentices will also make use of newsgroups. Through the newsgroup the apprentices will post and view messages and this will be based on their common interests (Jasper 2006). Task 1 C: how effective learning can be measured by the apprentices Learning has to be measured to ascertain how effective it is and there are a number of ways of measuring effectiveness of learning. The most effective way of measuring learning is through evaluation and this assesses the degree to what the participants react favorably to the training. Through these, one can assess the apprentices on whether the various learning approaches were worth the investments of time and what needs to be improved on to ensure future success. Another way in which the apprentices can measure their effectiveness of learning is through planning. Effective learning calls for better planning and if this is not being achieved and have not been attained it should be correct to assume that effective learning have not being achieved. Another way in which the apprentices can measure by the apprentices is through the skills of personal assessment. Skills in this case refer to the learned abilities and behaviors and in instance shown the apprentices what that they have attained certain skills they can grade themselves and assess the level they are in terms of learning. When they have acquired a great number of the skills they will have ascertained that effective leaning took place and when this is not the case they need to make improvements and gain more skills. The last way in which the apprentices can measure of effective learning took place is through their organization. Students who have attained effective learning tend to be effective when it comes to their organization of work and other aspects. This means that when undertaking tasks the level of organization are likely to differ based on the level as well as the extent to which the apprentices have learned. Poor organization of facts and ideas usually shows that students failed in understanding some of the concepts that have been taught. Task 2: ways in which lifelong learning in personal and professional contexts could be encouraged Lifelong learning is an ongoing, self motivated and voluntary search of knowledge for both professional and personal reasons. Through lifelong learning students and all individuals engaging in it enhances active citizenship, social inclusion, personal development and self sustainability in addition to employability and competiveness. Therefore individuals ought to engage in lifelong learning in both their personal and professional contexts and these needs to be done in a number of ways. One of the best ways to do so is by engaging actively in self-directed learning. Through self directed learning individuals can continue learning in that they can read from a wide range of books and articles and more so the ones that related to their profession (Paradise and Barbara 2009). Another way of making certain that lifelong learning is enhanced is by making sure that they engage in continuous professional development. After getting people graduating and getting a job people should not stop studying since very area of study is currently changing and this means that new aspects and notions are being developed over time. Thus, individuals need to always engage in lifelong learning so as to solve the various issues that are likely to arise in their line of duty. Lifelong learning in professional and personal contexts can be encouraged best encouraged and enhanced when the higher education is linked with industry. This means that what is taught is in higher education programs ought to be closely linked with what the learners will experience in the industry. Thus, when individuals decide to further their studies they will also be of benefit to the industry that they are working in now and in the future. Lifelong learning can also be encouraged by furthering of one’s education. Students and employees in organization need to engage in furthering their education at all times. This may at times involve taking short courses and attending seminars and workshops that aim at increasing their knowledge on their area of expertise (Paradise & Barbara 2009). Lifelong learning can also be enhanced by recognition of prior learning. It is upon what have been leaned in the past that the build on to ensure that they learn something new over time. Lifelong learning can also be enhanced through apprenticeships. Through apprenticeship people can be trained on how well to do a job and which requires a set of special skills. Lastly lifelong learning can also be enhanced through credit accumulation and the transfer scheme. This scheme plays an essential role in monitoring, recording and rewarding passage in a modular degree course and it will also facilitate the movement between institutions and courses (Paradise and Barbara 2009) Task 3: The benefits of self-managed learning to the individual on the workforce and petrochemical organization 688 Self-managed learning is all about individuals taking their own initiatives and more so in managing their learning. There are a number of noteworthy positive impacts of this kind of learning to individuals and to the organization. Through self-managed learning individuals shows improved level of ability range when it comes to personal learning. This is usually evident in that they attain the team work skills and this is mainly derived from some of the activities allocated to them, for example, the group works assignments and other projects. These skills will be necessary to students in that they will apply them in the organization they will work in and in other tasks and requires collaboration (Bennett 2009). Additionally, through self-managed learning individual attain and shows improved level of skills with skills such as the presentation skills being essential ones and in this regard they learn of the most effective ways of making presentations through the use of certain equipments such as the projectors. Through this the individuals express and present the kind of knowledge of what they have learned from the various topics. Through presentation the individuals also gain confidence to talk and make presentation to others and this is of great advantage to them now and in the future since they will be essential assets for the organization. Thus, they are likely to apply the knowledge in the allocated tasks and they will present quality and on point information to the management team. Self-managed learning also benefits individuals in that through it they acquire the communication skills and written skills and they are also to offer understandable feedback to others may it be to their tutors and to other students during discussions. Communication skills and written skills seem to be essential in personal and professional life since they will play an essential role in the achievement of organizational objectives within the allocated time (Bennett 2009). Through the use self-managed learning individuals learn on the achievement and disappointments. This helps them in becoming better individuals and always aims at achieving the best and deal with the various disappointing situation that they encounter along the way. Thus individuals can be independent and this is mainly based on the fact that self managed learning challenges them to formulate their own and most suitable way of learning and through that they can share it, connect with others with the aim of creating a synergy aimed at enhancing organizational development. Through this the various individuals who are involved learn new concepts from each other. As a result of self-managed learning some of the individuals are offered with the chance to lead others and as a result they will gain skills that would enable them to be leaders in the future and act in a more responsible manner. The benefits of self-managed learning to the petrochemical organization In addition to the individual benefits that have been outlined above, self-managed learning is also of great benefit to the organization. Through self-managed learning individuals working in the organization are likely to acquire and make use of aspects that they learned and some of these aspects can be related to decision making skills. This will be derived from the fact that they will apply the various learning experiences when to come to making decisions in the company. The decisions made are likely to be effective as compared to those made by people who have not engaged in any form of self-managed learning (Bennett 2009). Self-managed learning also impacts of organizations in that they are likely to show and demonstrated evidence of improved levels of skills and other aspects. A good example of these is that the individuals in the organization can become more ethical. Through self-managed learning individuals learn more about moral judgments and they do so from a personal experience. This would be of great benefit to the organization and more so because employees will act in a professional manner and always uphold the various professional standards. This will means that they will have learned from the various achievements and disappointments that others face in the industry. By acting ethically, the organization is more likely to benefit since people in the society have shifted their attention are more connected and enticed and make purchases from ethical companies. Another advantage is that through self managed learning individuals learn of the ways to mange and tackle problems very the most difficult ones and also appreciate and take into consideration the feedback given by others. These kinds of skills are transferable to the organization settings and thus the organization can be conducive since people will make use of the problem solving skills in dealing with any issues that are likely to arise in the organization. A great number of organizations prefer to employ employees who are flexible and this means that when assigned various task they will handle them effectively and their personal commitments will not inhibit their performance in the workplace. This kind of commitment could be best achieved through self-managed learning (Bennett 2009). Task 4: current skills and competencies against professional standards and organizational objectives A great number of organizations always ensure that their objectives are met in the right manner and the objectives of the organizations should be SMART meaning that they should be specific, measurable, achievable, and realistic and at the same time it should be time bound (Golding & Gray 2006). By evaluating the various qualities as well as expectations organizations aims at attracting and maintaining staff that will assist in the achievement of the objectives. Therefore staff members need to have certain skills, for example, skills in time management, leadership and well as team work. Based on these, there are a number of skills that I consider important to my current studies. I tend to be good in the writing skills, personal skills, listening skills, researching skills and friendly skills. These skills I have are of great important in my studies and also in my future organizations. I can effectively transfer these skills to the others who I will be studying with and also to those I will have an opportunity to work with in future. I also tend to have some caring skills for people. All this skills will be essential to me and they will help with working well with the other students and employees in future. In addition to the above mentioned skills I have a number of skills that I consider to be of great importance to my future career. I intend to develop business skills and other skills such as positivity, empathy, clarity in communication as well as continuous improvement. All this skills will assist me greatly when working with other and also when dealing with the customers. Therefore in the long run I will be an active participant in the achievement of the organizational objectives (Golding & Gray 2006). Task 5: Develop a skills audit, learning criteria being address Since organizations requires that individuals should have time management skills, IT skills and leadership skills and these seems to be some of the essential skills that I lack and I need to acquire them and the best way to do so is by training. I intend to read more books, newspapers articles with the aim of expanding my knowledge as well as skills. This will assist me greatly in developing my communication skills since a great number of organizations require such a skill. I intend to learn about strategic planning and the best way for me to achieve these is by reading peer reviewed articles on strategic planning and mostly articles from Harvard business Review and this articles will also assist me in learning about ways that have been implemented by other organization in trying to improve their performance and based on that choose what works best for the organization. I also intend to develop myself personally now and in the future and the best way of doing so is by evaluating the various factors that are likely to change and have an effect on my personal development. Developmental opportunities to meet the current and future needs in personal and professional life Currently am still pursuing my education and my main target in the long rum is to complete all the allocated tasks and assignments this semester and this will assist me in completing my education at the university and seeking employment opportunities (Merriam, Caffarella & Baumgartner 2009). Opportunities are termed as chances that individuals have when trying to develop themselves further from one level to the other may it personally and professionally. The best opportunity is that I intend to continue with my studies and achieve the best grades and experience to work well in my future workplaces. I also intend to do a masters degree in my field and this will assist me greatly in undertaking my allocated tasks in the most effective manner and with a lot of competence. Personal and professional development plan Personal development plans are seen as being a way that individuals, for example, the students draws up plans that will play an essential role in helping them to know where they are and the route that they are headed to both professionally and personally. I intend to develop my curriculum vitae and it will be an essential step in knowing where I am and what I have achieved academically and the skills that I need to work on to make me well suited for my anticipated careers. I also have a short term objective and thus I intend to focus on what I am currently doing and complete my studies for the current semester since they play an essential role in determining if I will enroll for the next semester. I also have a long term objective in that I have an action plan that I aim at following based on the indicated dates and I will use this as a basis of my assessments and look for other ways of making myself better. I intend to undertake a constant SWOT analysis and I will also monitor regularly my personal analysis and as a result I will try to develop the areas that I will realize that I have weaknesses in and also maximizing on the strengths and available opportunities. In also intend to learn effectively and the best way in which I intend in achieving this is by attending and actively engaging in learning programs and this will assist me to develop both professionally and personally. Based on my analysis of my assessment I developed the skills in this area were well developed and I feel comfortable making use of them. As a result my course offers me with the opportunity to practice and manage in further development of my skills. References Beck, U, Giddens, A & Lash, S 1994, Reflexive Modernization. Politics, Tradition and Aesthetics in the Modern Social Order, Stanford University Press, Stanford. Bennett, E 2009, ‘Virtual HRD: The intersection of knowledge management, culture, and intranets’, Advances in Developing Human Resources, vol. 11, no. 3,pp. 362-374. Golding, L & Gray, I 2006, Continuing professional development for clinical psychologists: A practical handbook. The British Psychological Society, Blackwell Publishing, Oxford. Honey, P & Mumford, A 1986, The Manual of Learning Styles, Peter Honey, Maidenhead. Jasper, M 2006, Professional development, reflection, and decision-making, Blackwell Publishing, Oxford. Kolb, D 1984, Experiential learning: Experience as the source of learning and development, Prentice-Hall, Englewood Cliffs, NJ. Merriam, S, Caffarella, R & Baumgartner, L 2007, Learning in Adulthood: A Comprehensive Guide, Wiley, New York. Paradise, R & Barbara R 2009, ‘Side by side: Learning by observing and pitching’, Journal of the Society for Psychological Anthropology, pp. 102–138. Appendix one: Knowledge and skills for current study and future career. Knowledge /skills you require for current study: 1 I strongly disagree. 2 I disagree. 3 I am not sure. 4 I agree. 5 I strongly agree.   writing skills,          X   personal skills          X   listening skills          X   researching skills          X  friendly skills          x Knowledge /skills you require for your future career: 1 I strongly disagree. 2 I disagree. 3 I am not sure. 4 I agree. 5 I strongly agree.   business skills        x   Positivity          x Empathy        x   clarity in communication      x     continuous improvement          X Appendix two: Self -assessment of Transferable Skills In order to give honest and informed answers, think about specific situations where you have been required to use this skill. Think about what you did, and how effective you were. A discussion on the meaning of the Low, Medium and High scores are given at the end. 1 of 9: Self-management … Understanding, using and developing our own abilities to affect good outcomes in life and work. ► Questions to self-assess your self-management skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I frequently set appropriate targets and goals for myself 4 2 I plan and prioritize my work to meet deadlines 4 3 I know and understand my own strengths and weaknesses 5 4 I regularly reflect on progress and outcomes 4 5 I find support to help me or develop new strategies where necessary 4 6 I accept and act on feedback 4 7 I regularly evaluate my own performance 4 8 I monitor/control activities 3 Total 32 2 of 9: Learning … Building up valid knowledge and understanding for a particular situation but remaining open to other views and other information ► Questions to self-assess how well you understand how to learn Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I am aware of the way I learn and study best 3 2 I am able to identify key principles and make connections between areas of knowledge 4 3 I seek out, accept and act on feedback on my work 4 4 I can select and present ideas/arguments/evidence 4 5 I can form my own judgments based on information obtained. 4 6 I apply theory to practice in most situations to develop understanding and solve problems 4 7 I find and adopt study techniques that work for me 5 8 am willing to change my ideas and practice based on new understanding 4 Total 32 3 of 9: Communication … Effective use of all types of ‘language’ to understand others and be understood. ► Questions to self-assess your verbal and written communication skills. Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I regularly use a variety of modern communication tools 5 2 I can listen positively and respond to both verbal and non-verbal messages 5 3 I can present a well-structured and evidenced argument both verbally and in writing. 4 4 I can express myself and ideas clearly, concisely and logically in speech and writing 4 5 I can influence others and gain agreement or acceptance of plan/idea/activity 4 6 I understand other viewpoints and appreciate cultural differences. 3 7 I adjust how I communicate to suit the understanding of my target audience. 4 8 I usually evaluate how well my message is received. 4 Total 33 4 of 9: Information literacy … Finding and using information of all kinds effectively. ► Questions to self-assess how well you handle information. Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I can locate and use a variety of sources of information – print, electronic, people 5 2 I search information databases to secure information 4 3 I appraise information using relevant criteria 4 4 I reference material correctly and understand plagiarism 5 5 I organize and store information so it can be retrieved when needed 5 6 I can select, summaries, and interpret information to draw meaningful conclusions 5 7 I can organize information into a logical and cohesive format that can be communicated easily to others 4 8 I am comfortable researching or gathering data for use in a project 4 Total 36 5 of 9: Team working … Working effectively with other people to achieve a common purpose. ► Questions to self assess your team working skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I understand the principles of group behavior and team roles 5 2 I motivate self and others to the achievement of common goals 4 3 I respect feelings, views and values of others, taking on board other opinions 4 4 I assist and support other members of the team in order to achieve objectives effectively 4 5 I can negotiate with others when necessary. 4 6 I readily take the initiative when necessary 4 7 I can delegate tasks where necessary 4 8 I regularly review progress and alter plan if necessary 4 9 I accept and carry out agreed or delegated tasks 4 Total 41 6 of 9: Critical thinking incl. problem solving, decision-making … Development of logical thoughts and ideas about a subject; or the reasoned solution of a problem or dilemma. ► Questions to self-assess your critical thinking skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I can critically analyze a line of reasoning or argument 4 2 I challenge taken-for-granted assumptions and existing practice 4 3 I evaluate evidence presented in support of a conclusion 4 4 I identify and address gaps in knowledge or understanding 4 5 I can identify and analyze key points/issues within a problem 4 6 I generate creative/innovative ideas using techniques such as brainstorming, mind-mapping, critical path analysis 4 7 I am willing to take calculated risks in decision making to achieve goals 4 8 I assess outcomes and incorporate the lessons into future planning 4 Total 32 7 of 9: Information Technology … Using electronic means to find, record, manipulate and present information. ► Questions to self-assess your IT skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I use a word processor to create documents and use functions to add value to work, e.g. Word 4 2 I create and use a spreadsheet and manipulate data within it e.g. Excel 5 3 I create a database from a set of data, work with it to produce reports, e.g. Access 5 4 I create effective presentations using graphics package e.g. PowerPoint 4 5 I can produce transparencies or visual aids for a presentation 4 6 I am competent at researching topics of interest/importance on the internet 5 7 I use e-mail to maintain effective communication with others 4 8 I am confident healing with new software applications 5 Total 36 8 of 9: Numeracy … Understanding and applying mathematical techniques when handling problems and projects. ► Questions to self-assess your numeracy skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I feel comfortable making fundamental calculations – estimating, adding, subtracting, multiplying and dividing 5 2 I use a calculator confidently 5 3 I am able to use basic numerical skills in order to cope with everyday life (budgeting my spending etc) 4 4 I have a grasp of statistics and percentages, fractions, decimals, and ratios 5 5 I can use numerical data to construct a reasoned argument 5 6 I am able to interpret and explain numerical information using spreadsheets, graphs, charts, tables and diagrams 4 Total 28 9 of 9: Career management and professional development … Developing self-awareness in the context of career decision making, and professional opportunities. ► Questions to self-assess your career management skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I have an awareness of the type of job opportunities open to me. 5 2 I understand some of the trends that are emerging in the business or professional world. 5 3 I know the employability attributes that employers in my chosen field are looking for 5 4 I am able to effectively communicate my skills and experience to others in writing in order to gain employment or develop career 5 5 I am confident of being able to put together an effective CV 5 6 I am confident of handling myself well in a range of selection situations 5 7 I have future targets in mind regarding career and professional development 5 Total 35 Results Use the table below to record your totals from each skill assessment section. Tick low, medium or high from the scoring columns. Low Med High Your totals Scoring Low Med High 1 Self management 0-13 14-26 27-40 32 2 Learning 0-13 14-26 27-40 32 3 Communication 0-13 14-26 27-40 33 4 Information literacy 0-13 14-26 27-40 36 5 Team working 0-15 16-30 31-45 41 6 Critical thinking incl. problem solving, decision-making 0-13 14-26 27-40 32 7 Information technology 0-13 14-26 27-40 36 8 Numeracy 0-10 11-20 21-30 28 9 Career management and professional self development 0-11 12-23 24-35 35 Use the scoring definitions on the following page to assess your results. Scoring Low There could be a number of reasons for giving you a low score. Maybe you undervalued your experience. Possibly you are not attracted to this skill. Think of the reasons for this and use the reflective review to consider what you could do about addressing this. Remember this skill is considered essential for your development and success - as a student, an employee and in life generally, so a low score could limit your ability to reach your full potential. Use the resources section to identify opportunities for development. If you are asked about your weaknesses in an interview, be honest, but remember to explain why you think this is and what you are doing about it. That will impress a prospective employer. Medium Your score suggests that you have some experience of using this skill and have developed a certain level of competence through experience and practice. However, there seems to be evidence that you would find it useful to develop it further. Look carefully at the different questions you answered to assess this skill and decide exactly where your areas for development lie. It may be that this skill is a potential strength but you are feeling a lack of confidence around it. Think about why this should be. If you discuss use of this skill in interviews, give a full and honest assessment and discuss how you are planning to work on it. No-one is perfect and employers are impressed with someone who understands their strengths and weaknesses and is doing something about it. High If your assessment is accurate, it indicates that skills in this area are well developed at this stage and that you are feeling comfortable using them. Your course should provide you with opportunities to practice and further develop them. Discussing this assessment with your tutor should help you to develop a plan for building further on this strength. Don’t be complacent, if you don’t keep the skill honed, it will stagnate, while the world moves on. Most importantly, do not forget to capture evidence of this strength and to include it in a personal statement or CV. Remember to record details of where use of this skill has been effective in particular situations, so you can talk about it in interviews Appendix three: Self -assessment of Transferable Skills This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning ‘habits’ that help you benefit more from some experiences than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your styles. There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The accuracy of the results depends on how honest you can be. There is no right or wrong answers. If you agree more than you disagree with a statement put a tick by it (√). If you disagree more than you agree put a cross by it (X). Be sure to mark each item with either a tick or cross. √ 1. I have strong beliefs about what is right and wrong, good and bad. X 2. I often ‘throw caution to the winds’. √ 3. I tend to solve problems using a step-by-step approach, avoiding. any ‘flights-of-fancy’ X 4. I believe that formal procedures and policies cramp people’s style. √ 5. I have a reputation for having a no-nonsense, ‘call a spade a spade’ style √ 6. I often find that actions based on ‘gut feeling’ are as sound as those Based on careful thought and analysis. √ 7. I like to do the sort of work where I have time to ‘leave no stone unturned’ X 8. I regularly question people about their basic assumptions √ 9. What matters most is whether something works in practice √ 10. I actively seek out new experiences. √ 11. When I hear about a new idea or approach I immediately start working out how to apply it in practice. X 12. I am keen on self-discipline such as watching my diet, taking regular √ 13. I take pride in doing a thorough job. X 14. I get on best with logical, analytical people and less well with spontaneous, ‘irrational’ people. X 15. I take care over the interpretation of data available to me and avoid jumping to conclusions √ 16. I like to reach a decision carefully after weighing up many alternatives. X 17. I’m attracted more to novel, unusual ideas than to practical ones X 18. I don’t like ‘loose-ends’ and prefer to fit things into a coherent Pattern √ 19. I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done. √ 20. I like to relate my actions to a general principle √ 21. In discussions I like to get straight to the point. X 22. I tend to have distant, rather formal relationships with people at work. √ 23. I thrive on the challenge of tackling something new and different. √ 24. I enjoy fun-loving, spontaneous people. X 25. I pay meticulous attention to detail before coming to a conclusion. X 26. I find it difficult to come up with wild, off-the-top-of-the-head ideas. X 27. I don’t believe in wasting time by ‘beating around the bush’. √ 28. I am careful not to jump to conclusions too quickly. √ 29. I prefer to have as many sources of information as possible - the more data to mull over the better. X 30. Flippant people who don’t take things seriously enough usually irritate me. X 31. I listen to other people’s point of view before putting my own forward. X 32. I tend to be open about how I’m feeling. √ 33. In discussions I enjoy watching the manoeuvrings of the other Participants √ 34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance. X 35. I tend to be attracted to techniques such as network analysis, flow charts, branching programme, contingency planning etc. X 36. It worries me if I have to rush out a piece of work to meet a tight deadline. √ 37. I tend to judge people’s ideas on their practical merits. √ 38. Quiet, thoughtful people tend to make me feel uneasy. √ 39. I often get irritated by people who want to rush headlong into things. √ 40. It is more important to enjoy the present moment than to think about the past or future. √ 41. I think that decisions based on a thorough analysis of all the information is sounder than those based on intuition. X 42. I tend to be a perfectionist. √ 43. In discussions I usually pitch in with lots of off-the-top-of-the-head ideas. X 44. In meetings I put forward practical realistic ideas. X 45. More often than not, rules are there to be broken. √ 46. I prefer to stand back from a situation and consider all the perspectives. √ 47. I can often see inconsistencies and weaknesses in other people’s arguments. X 48. On balance I talk more than I listen. X 49. I can often see better, more practical ways to get things done. X 50. I think written reports should be short, punchy and to the point. √ 51. I believe that rational, logical thinking should win the day. √ 52. I tend to discuss specific things with people rather than engaging in ‘small talk’. √ 53. I like people who have both feet firmly on the ground. √ 54. In discussion I get impatient with irrelevancies and ‘red herrings’ X 55. If I have a report to write I tend to produce lots of drafts before settling on the final version √ 56. I am keen to try things out to see if they work in practice. X 57. I am keen to reach answers via a logical approach. √ 58. I enjoy being the one that talks a lot. √ 59. In discussions I often find I am the realist, keeping people to the point and avoiding ‘cloud nine’ speculations. X 60. I like to ponder many alternatives before making up my mind. √ 61. In discussions with people I often find I am the most dispassionate and objective. √ 62. In discussions I am more likely to adopt a ‘low profile’ than to take the lead and do most of the talking. X 63. I like to be able to relate current actions to a longer bigger picture. X 64. When things go wrong I am happy to shrug it off and ‘put it down to experience’. √ 65. I tend to reject wild, off-the-top-of-the-head ideas as being impractical. √ 66. It’s best to ‘look before you leap’. √ 67. On balance I do the listening rather than the talking. X 68. I tend to be tough on people who find it difficult to adopt a logical Approach X 69. Most times I believe the end justifies the means. √ 70. I don’t mind hurting people’s feelings so long as the job gets done. √ 71. I find the formality of having specific objectives and plans stifling. √ 72. I am usually the ‘life and soul’ of the party. X 73. I do whatever is expedient to get the job done. X 74. I quickly get bored with methodical, detailed work. X 75. I am keen on exploring the basic assumptions, principles and theories underpinning things and events. √ 76. I am always interested to find out what other people think. √ 77. I like meetings to be run on methodical lines, sticking to laid down agendas, etc. √ 78. I steer clear of subjective or ambiguous topics. √ 79. I enjoy the drama and excitement of a crisis situation. X 80. People often find me insensitive to their feelings SCORING You score one point for each item ticked (√). There are no points for items you crossed (X). Simply indicate on the lists below which items were ticked. 2 7 1 5 4 13 3 9 6 15 8 11 10 16 12 19 17 25 14 21 23 28 18 27 24 29 20 35 32 31 22 37 34 33 26 44 38 36 30 49 40 39 42 50 43 41 47 53 45 46 51 54 48 52 57 56 58 55 61 59 64 60 63 65 71 62 68 69 72 66 75 70 74 67 77 73 79 76 78 80 TOTALS 12 14 8 12 Activist Reflector Theorist Pragmatist x Appendix 4: ACTION PLAN. Name: Date: Specific Priorities Performance Measures (what you need to do, by when for each priority) Notes on Progress/changes Review – preventative action and contingency action Finish my current course Undertake all allocated tasks Tackle the allocated tasks on time Enroll for a master’s program Finish my degree program on time Handle my tasks well and in an effective manner. Read More

The theory usually focuses on the learners internal cognitive processes and it sets for distinct learning styles and they are based on the four stage learning cycle (Kolb, 1984). The four stage cycle entails the concrete experience, reflective observation, abstract conceptualization and active experimentation, as it is shown on figure 1 below. In addition to these Kolb’s also sets out the four distinct learning styles and these learning styles are based on a two by two matrix. Each of the four learning styles represents a combination of two preferred styles and they include accommodating, diverging assimilating, and converging (Kolb 1984, p. 38). Everyone is unique and thus individuals tend to be unique learners in that no other person tends to learn in the same way.

Students need to be aware of their learning style since it is of great importance in their academic, personal and professional life. A clear and concise knowledge of one’s learning style assist a person in their academic work in that it offers them a head start and through it students can maximize their learning potential. Additionally, one can reduce the stress as well as the restrictions that are mainly attributed to the learning experiences since they will make use of the style that is well suited for them.

By having adequate knowledge on their learning styles one can expand their learning and studying strategies. The learning styles also are great benefit to the personal life in that it inspires greater motivation and curiosity for lifelong learning and through such knowledge one can make use of the opportunity on their natural skills as well as inclinations (Paradise and Barbara 2009). Knowledge of one’s learning style is of benefit in that one usually stays up to date professionally and it also translates ones learning power into earning power.

Leaflet Task 1 B: Evaluate the following approaches to self-managed learning Apprentices are usually subject to a number of learning environments and experiences throughout their training. There are a number of approaches to self-managed learning. Learning through research is termed as a form of self-managed learning that aims at recognizing, rewarding as well as developing an integration of both teaching and research in the curriculum. This means that despite what they learn in class they can undertake studies on themselves to enhance and add to what they have learned.

It is of great benefit to the students in that it enhances motivation, skills development and active learning. To make learning effective the apprentices will also learn from others from childhood children learn from a number of aspects and this also includes learning from others and this usually entails reading a number of articles from various people, finding and listening to mentors. Seminars are also a great way in which the apprentices will learn from in addition to the above mentioned approaches of self-managed learning.

Based on the seminars the apprentices will come together for discussions as well as learning of certain topics and techniques. They will learn a lot from the seminars since each and every one will be expected to participate. A great number of the seminars are mainly offered by renowned people who have adequate knowledge of the topic under discussion. The apprentices will also be expected to attend to a number of conferences with the aim of increasing their knowledge on certain topics since they will have room to discuss a number of aspects and exchange information.

Another approach to self-managed learning is secondments. The apprentices will be assigned temporary task and work in other areas. This will help the students in a great deal of way in that it will help them in their career development, the students will also gain a lot of skills and gain necessary experience. Apprentices will also learn from the interviews, each interview opportunity acts as very good instance for one to learn (Jasper 2006). From the interviews, the apprentices will know of what they should do and what they should avoid when attending interviews to make them more successful.

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