Self Managed Learning

This unit aims to enable learners to understand the learning process and to give them the skills they need to

In my self-regulated learning survey results, I learned my strong points in the way I learn and the way I prepare myself to learn. I received a high range in most categories. One high area was metacognition. Metacognition is defined as thinking about your thinking, according to DAACS. It involves being aware of your thoughts and controlling how you approach learning. I am aware of my strengths and weaknesses; therefore, I believe this analysis is true. I know how to fully make myself receptive to what I am learning. I tend to like to plan and prepare myself for what is to come. Another strong area was strategy. Strategies are the procedures people use to enhance their learning, according to DAACS. It connects with planning and knowing your

| 1.1 Explain the importance of continual self-development in achieving organisational objectives1.2 Assess current skills and competencies against defined role requirements and organisational objectives1.3 Identify development opportunities to meet current and future defined needs1.4 Construct a personal development plan with achievable but challenging goals

By reviewing and analysing the chart we can as employees identify where our areas of self development are needed.

Part 2: By completing this unit, you should now be able to plan for the resources required for personal professional development (Learning Outcome 2)

1.3 Identify a range of learning and development opportunities which support the achievement of the personal development plan

The self-directed learning theory is when adults make their own decisions about learning. They have full control over their learning and how it will define their future. Self-directed learning lets adults have their independence in the learning process. For example, students are to do a project on any subject as long as it deals with business. This lets the adults decide what topic they want to do, how they want to put the project together, and allows

68). The authors also discuss a myth that disregards the students being able to give meaning to the SDL theory. The resistance to allow SDL exists among those who believe the myth that student feedback is invalid (p. 65). I think it is important for students to be able to communicate how the best way for them to learn is and how the student can benefit from the

Personal development objectives are affected by organisations goals, as companies will want to steer their employees in a direction that should meet their corporate strategy and link into the mission statement. However, personal objectives and organisational objectives should tie in together and have a common goal, which should meet the needs of both participants (Dransfield, 2000). Although organisational objectives can hold a negative attribute to employee’s personal development, if the company invests time into employees PDP and employees can see that there is a plan in place for job promotion, then they’re more likely to keep their staff (Cotton, 2011). A future plan will add value to the business as it will improve employee’s skills and personal development strengths which will give a positive effect on the company performance.

Creating a personal development plan involves more than simply contemplating what you want from your life and how to go about achieving it. If you want to create a personal development plan that helps you to achieve your goals, preparation is the key. To prepare, one must have a great deal of self-awareness. This includes clear understanding of personal values and ethics, analyzing personality characteristics, evaluation of learning styles and identifying strengths, weaknesses, motivators, opportunities and threats.

As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).

Self-managed learning is a capable procedure that could help people on their study way with numerous compelling techniques. This report first notes how self-managed learning can improve deep rooted development by assessing approaches to self-managed learning, courses in which long lasting learning in personal and professional connections can be supported, and the advantages of self-managed learning to the individual and association. From that point, the report remarks upon my own present aptitudes and skills. These are assessed against professional measures and those of

In addition to the success of teachers and the description of motivation, there are other concepts that are related to motivation. Social-cognitive and self-determination theoretical perspectives are referred to when describing Self-Regulated Learning (SRL) in motivation literature. Several theoretical models conceptualize and explain a host of processes underlying academic SRL. From most perspectives, SRL is theorized as a goal-directed process whereby individuals deploy and refine their use of specific tactics or strategies to attain personal goals (Cleary & Kitsantis, 2017). It is important to note that conceptions of academic SRL often overlap to some degree with other constructs frequently mentioned in the literature, including self-management, metacognition, and executive functions. For example, SRL and executive functions both emphasize goal-directed actions that are purposefully used to attain those goals, whereas SRL overlaps with metacognition because both constructs underscore the relevance of planning, monitoring, and reflection processes (Cleary & Kitsantis, 2017).

Self-directed learners according to Knowles, Holton & Swanson (2005) stated, “adults generally become ready to learn when their life situation creates a need to know” (p. 194). This has some grounded facts because most adult learners do not go back to school without a pre-determined purpose and/or desire to improve on personal or professional set skills. Learning for adults most times have different motivational reasons, which reflect in their learning style and the research on the relationship between aging and adult intelligence, is a very controversial conversation within the scientific arena. Adult learners have different motivations when they decide to continue their education and understanding how adult learners learn and process

The world is going through an era of rapid professional change and development. This has led to increased uncertainty for all professionals in the world of work. To ensure sustained growth in success and longevity of one's professional career, it is important to develop a strategic plan that focuses on training and developing a professional. Such a plan aims to put one in a position of advantage for employment in the long term in this rapidly changing professional world. Professional development of an individual refers to a constant commitment of maintaining rather specific levels of skill and career paths (Cooper, 2009). A professional development plan (PDP) is a rather small piece of document that stresses around the existing continued professional development (CPD) needs of a person. Based on these needs, a plan is prepared that singles out the ways in how these needs are to be fulfilled, while also listing objectives for the future. In a broader sense, a PDP outlines the targets of an individual to fulfill his or her CPD needs of learning and development to be undertaken to accomplish a current task or to shift to a new role in the professional career of an individual. A preparing of a PDP helps an individual to identify the areas of strength and interest of that person. Moreover, through this, an individual also becomes aware of the areas where improvement is required to achieve the outlined objectives (Milkereit, 1999).