P&P Developments

SYLLABI-BOOK MAPPING TABLE
Personal and Professional Development

Syllabi
Unit 1: Self Managed Learning
Self-initiation of learning processes; clear
goal setting eg aims and requirements,
personal orientation achievement goals,
dates for achievement, self-reflection
Unit 2: Learning Style
Personal preferences; activist; pragmatist;
theorist; reflector eg reflexive
modernisation theory; Kolbs learning cycle
Unit 3: Approaches
learning through research; learning from
others eg mentoring/coaching, seminars,
conferences, secondments, interviews, use
of the internet, social networks, use of
bulletin boards, news groups
Unit 4: Effective Learning
Skills of personal assessment; planning,
organisation and evaluation
Unit 5: Life Long Learning
Self-directed learning; continuing
professional development; linking higher
education with industry, further education,
Recognition of Prior Learning,
Apprenticeships, Credit Accumulation and
Transfer Schemes
Unit 6: Assessment of Learning
Improved ability range with personal
learning; evidence of improved levels of
skill; feedback from others; learning
achievements and disappointments
Unit 7: Self Appraisal
Skills audit (personal profile using
appropriate self-assessment tools);
evaluating self-management; personal and
interpersonal skills; leadership skills
Unit 8: Portfolio Building
Developing and maintaining a personal
portfolio
Unit 9: Transcript
Maintaining and presenting transcripts
including curriculum vitae
Mapping in the Book

Unit 1: Self Managed Learning
Pages(9-29)
Unit 2: Learning Style

Pages(31-41)
Unit 3: Approaches
Pages(43-54)
Unit 4: Effective Learning

Pages(55-61)
Unit 5: Life Long Learning
Pages(63-84)
Unit 6: Assessment of Learning

Pages(85-93)
Unit 7: Self Appraisal

Pages(95-105)
Unit 8: Portfolio Building

Pages(107-111)
Unit 9: Transcript
Pages(113-117)
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Unit 10: Learning from others

Formal learning and training; observation;
mentoring; supervision; tutorials; informal
networks; team members; line managers;
other professionals
Unit 11: Verbal and Non-verbal
communication
Effective listening; respect for others
opinions; negotiation; persuasion;
presentation skills; assertiveness; use of
ICT
CONTENTS
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Unit 10: Learning from others

Pages(119-131)
Unit 11: Verbal and Non-verbal

communication
Pages(133-139)
INTRODUCTION
UNIT 1 SELF MANAGED LEARNING
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
Introduction
Unit Objectives
Self Initiation of Learning Process
Clear Goal Setting
Aims and Requirements
Personal orientation achievement goals
Dates for Achievements
Summery
Key Terms
Questions and Exercises
UNIT 2 LEARNING STYLES

2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
31-41
Introduction
Unit Objectives
Meaning
Personal Preferences
Activist
Pragmatist
Theorist
Reflector
Reflexive
Modernization Theory
Kolbs learning Cycle
Summery
Key Terms
UNIT 3 APPROACHES
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
9-29
43-54
Introduction
Unit Objectives
Learning through research Summery
Mentoring and Coaching
3.3.0 Mentoring
3.3.1 Coaching
Seminars and Conferences
3.4.0 Seminars
3.4.1 Conferences
Secondments
Interviews
Use of the internet
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3.9
3.10
3.11
3.12
3.13
3.14
Social Networks
Bulletin Board
News Groups
Summery
Key Terms
UNIT 4 EFFECTIVE LEARNING

4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
Introduction
Unit Objectives
Meaning
Skills of personal assessment
Planning
Organization and evaluation
Summery
Key Terms
UNIT 5 LIFELONG LEARNING

5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
5.13
63-84
Introduction
Unit Objectives
Meaning
Self-directed learning
Continuing professional development
Linking higher education with industry
further education
Recognition of prior learning
Apprenticeships
Credit accumulation and transfer schemes
Summery
Key Terms
UNIT 6 ASSESSMENT OF LEARNING

6.1
6.2
6.3
6.4
6.5
55-61
Introduction
Unit Objectives
Meaning
Planning
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85-93
6.6 Organization and evaluation

6.7 Summery
6.8 Key Terms
6.9 Questions and Exercises
UNIT 7 SELF-APPRAISAL
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
95-105
Introduction
Unit Objectives
Skills Audit
Personal and Interpersonal skills
Leadership Skills
Summery
Key Terms
UNIT 8 PORTFOLIO BUILDING

8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
107-111
Introduction
Unit Objectives
Meaning
Developing personal portfolio
Maintaining personal portfolio
Summery
Key Terms
UNIT 9 TRANSCRIPTS
9.1
9.2
9.3
9.4
9.5
9.6
9.7
9.8
113-117
Introduction
Unit Objectives
Meaning
Maintaining Transcript including Curriculum Vitae
Presenting Transcript including Curriculum Vitae
Summary
Key Terms
Question & Exercise
UNIT 10 LEARNING FROM OTHERS
119-131
10.1 Introduction
10.2 Unit Objectives
10.3 Formal learning and training
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10.4 Observation and Monitoring

10.5 Supervision
10.6 Informal networks
10.7 Team members
10.8 Line managers
10.9 Other professionals
10.10 Summery
10.11 Key Terms
UNIT 11 VERBAL AND NON-VERBAL COMMUNICATION

133-139
11.1 Introduction
11.3 Effective listening
11.4 Respect for the others opinions
11.5 Negotiation
11.6 Persuasion
11.7 Presentation Skills
11.8 Summery
11.9 Key Terms
11.10
INTRODUCTION
This unit is designed to enable learners to assess and develop a
range of professional and personal skills to promote personal and
career development.
The unit also aims to develop learners ability to organise,
manage and practice a range of approaches to improve their
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NOTES
performance as self-directed learners in preparation for work or

further career development.
The unit emphasizes the needs of the individual but within the
context of how the development of self-management
corresponds with effective team management in meeting
objectives.
Learners will be able to improve their own learning, be involved
in teamwork and be more capable of problem solving through
the use of case studies, role play and real-life activities.
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Self managed learning
UNIT 1 SELF MANAGED LEARNING

Structure
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
NOTES
Introduction
Unit Objectives
Self Initiation of Learning Process
Clear Goal Setting
Aims and Requirements
Personal orientation achievement goals
Dates for Achievements
Summery
Key Terms
1.0 INTRODUCTION
In this Unit, you will Study about the self managed learning and
learning style by different method, the unit will also discuss
about learning approaches in different way and assessment of
learning.
If simple techniques were available that teachers and students
could use to improve student learning and achievement, would
you be surprised if teachers were not being told about these
techniques and if many students were not using them? What if
students were instead adopting ineffective learning techniques
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that undermined their achievement, or at least did not improve

it? Shouldnt they stop using these techniques and begin using
ones that are effective? Psychologists have been developing and
evaluating the efficacy of techniques for study and instruction
for more than 100 years. Nevertheless, some effective techniques
are underutilizedmany teachers do not learn about them, and
hence many students do not use them, despite evidence
suggesting that the techniques could benefit student achievement
with little added effort. Also, some learning techniques that are
popular and often used by students are relatively ineffective. One
potential reason for the disconnect between research on the
efficacy of learning techniques and their use in educational
practice is that because so many techniques are available, it
would be challenging for educators to sift through the relevant
research to decide which ones show promise of efficacy and
could feasibly be implemented by students.
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NOTES
1.1 UNIT OBJECTIVES

After going through this unit, you will be able to:
Self manage learning method
Different types of learning styles
Approaches for Learning
Assessment of Learning and feedback from others
1.2 SELF INITIATION OF LEARNING PROCESS

self-directed learning
SML, a term coined by Ian Cunningham in the late 70s, refers
to a specific learning approach derived from elements of several
other methods including self-development, self-directed learning
and action learning.
Self-directed learning is an increasingly popular topic. Educators
and trainers who are attracted to potential self- directed learning
applications often have questions about the skills needed to be
an effective self-directed learner. Some answers are now
available among the nuggets of information scattered throughout
a large body of research literature. Some of the fundamental
skills for self-directed learning reported in the research literature
are identified in the following paragraphs.
Self-directed learning is discussed according to one or more of
three major conceptualizations:
Independent learning:
Which connotes learning in isolation, or is represented by the
"lone' learner who makes all of the decisions about goals,
content, effort, time, and evaluation, etc. Assistance from others
is routinely accepted and rejected according to the learner's own
whims and standards.
Distance learning:
Which connotes physical distance between the learner and a
teacher or an agent where the learner is constrained in some
degree by a curriculum devised by others; but in some ways
learner behaviour may include some of the activities noted in the
other two conceptualizations.
Psychological control:
Which connotes the necessary element in the definition, is found
in the learners psychological independence (control) rather than
in social or curricula elements? Thus, neither the setting, nor the
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format of the learning activity, necessarily determines if learning

is self-directed.
The third conceptualization as noted above is used in this
discussion of self-directed learning skills.

The following definition is used here:
NOTES
Self-directed learning is a purposive mental process, usually
accompanied and supported by behavioural activities involved in
the identification and searching out of information. The learner
consciously accepts the responsibility to make decisions about
goals and effort, and is, hence, one's own learning change agent.
Consistent with the third conceptualizations of self-directed
learning noted above, the main characteristic of self-directed
learning is the degree to which the learner maintains active
control of the learning process.
Effective, or successful, self-directed learners can be described
by two psychological attributes. The first is associated with
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personality while the second is related to cognition. As most of

the comments in the following pages deal with skills it is
important to note here that personality appears to be an important
factor in initiating self-directed learning
Self-Directed Learning
Most adults spend a considerable time acquiring information and
learning new skills. The rapidity of change, the continuous
creation of new knowledge, and an ever-widening access to
information make such acquisitions necessary. Much of this
learning takes place at the learner's initiative, even if available
through formal settings. A common label given to such activity is
self-directed learning. In essence, self-directed learning is seen as
any study form in which individuals have primary responsibility
for planning, implementing, and even evaluating the effort. Most
people, when asked, will proclaim a preference for assuming
such responsibility whenever possible.
Research, scholarship, and interest in self-directed learning have
literally exploded around the world in recent years. Few topics, if
any, have received more attention by adult educators than selfdirected learning. Related books, articles, monographs,
conferences, and symposia abound. In addition, numerous new
programs, practices, and resources for facilitating self-directed
learning have been created. These include such features as
learning contracts, self-help books, support groups, Open
University programs, electronic networking, and computerassisted learning. This article extracts some meaning from all this
information.
What is Self Managed Learning?
Self Managed Learning (SML) is about individuals managing
their own learning. This includes people taking responsibility for
decisions about: What you learn
How you learn
When you learn
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NOTES
Where you learn

Why you learn.
The most fundamental questions that stimulate the above
mentioned question is "Why Learn", this is where a link between
personal development and organizational development could be
established. So what does SML do for Individuals and what does
it do for Organizations.
All of this is carried out in the context of live organizational
needs. But organizational needs cannot be met without
individuals feeling a personal sense of commitment to what is
required by the organization. You can compel someone to sit in a
classroom but you cant guarantee what they will learn.
As the old saying goes:
You can take a horse to water but you cant make it drink.
Although everyone manages their own learning to some extent,
its clear that just telling people to take charge of their own
learning can be very inefficient. Research indicates that people
who are effective at, for example, leading major organizations,
have managed their own learning very well throughout their
careers. This does not mean, though, that they have been on
more courses than others. Managing their own learning has
meant the person using a wide range of opportunities for
learning. These include: Learning from others around them
Travel
reading
secondments
Projects
being coached/mentored.
The examples quoted are only a few of the many experiences we
can use for learning. Self managing learners use a range to suit
themselves. The problem is that unstructured, unplanned learning
is very inefficient.
Benefits of self-managed learning to the individual
Starting with the individual, SML creates value for learning
among individuals, self actualization
Learning brings a constant feeling of development among
individuals and that is directly linked to being able to advance in
career (job promotions) Increased job satisfaction Help them
take on board their weaknesses, and how they can get over them,
It helps achieve increased level of self-confidence among
participants due to the ability to acquire new skills, Help creates
ability to work more effectively with the colleagues. Its a place
where individuals could be more open about their issues and
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achieve a constructive feedback and most importantly,

Individuals set their targets assessing their own shortcomings.
NOTES
Benefits of self-managed learning to the Organization

What does SML has to offer the Organizations,
The first and foremost is that it get the employees on the track of
learning, that is the key to its survival.
It helps create a better work environment as employees learn how
to work effectively with others, also resulting in low staff
turnover.
Learning results in increased profitability and growth in the
organization.
Knowing and understanding their job better will directly result in
increased job performance
Enhances staff focus thus helping in achievement of goals of the
business.
SML could very work be the key to successful organizations, but
management must make sure they help their employees
understand the need of continuous learning and the need for selfdirection in adult learning.
Effective learning is seen when a person progresses through a
cycle of four stages of:
(1) Having a concrete experience followed by
(2) Observation of and reflection on that experience which leads
to
(3) The formation of abstract concepts (analysis) and
generalizations (conclusions) which are then
(4) used to test hypothesis in future situations, resulting in new
experiences.
CHECK YOUR PROGRESS
1. What do you mean by self managed learning?
2. What is the benefit of Self managed learning to the
individual
3. What is the benefit of Self managed learning to the
organization?
1.3 CLEAR GOAL SETTING

Motivation through conscious goal setting
The study of human motivation has always been considered by
psychologists to be a very difficult undertaking, especially
because motivation is something inside the organism. But the
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fundamental difficulty has actually been self imposed or, more

specifically, imposed by false philosophical assumptions. Two
key assumptions were that: (a) only material events could be
NOTES
admitted into the realm of science. Accepting these positivist

premises meant that: (a) consciousness could not be considered a
cause of action; and (b) making valid inferences about internal
events, especially if they were mental events in other people, was
logically impermissible.
Historically, motivational psychologists have tried to conform to
these strictures by externalizing or materializing their key
concepts. Skinnerian behaviorism, for example, externalized
motivation by attributing it to reinforcers (consequences of
action) and treating the human mind as an epiphenomenon.
Drive-reduction theorists like Hull kept motivation inside the
organism but attributed it to strictly physiological mechanisms.
Both approaches assumed the validity of psychological
determinismthe doctrine that man has no choice with respect
to his beliefs, choices, thinking or actions. Both also barred
introspection as a scientific method on the grounds that it could
not be publicly verified and that, even if it were, the data
obtained thereby were causally insignificant (due to determinism
or materialism).
Beginning in the late 1960s the positivist paradigm in
psychology began to fall apart for a number of reasons. First, it
had lost support in philosophy. Second, the materialist
approaches did not work.
Human action cannot, in fact, be understood by looking at man
only from the outside or only at his internal physiology. The
recognition of these facts ushered in the "cognitive revolution" in
psychology; it became the dominant paradigm by the end of the
1970s or early 1980s.
As to the issue of introspection, one's mental contents and
processes can be directly observed only in oneself, but each
person can observe the same, basic, cognitive processes in
themselves as everyone else (e.g., belief, imagination, desire,
purpose, memory, emotion, etc.). People can make errors when
they introspect, but they can also make errors when they perform
addition and subtractionwhich does not refute the validity of
mathematics. The validity of introspective reports must be
judged the same way as the validity of any other inference--by
determining whether the totality of the evidence justifies the
conclusion. For example, if a person claimed not to be afraid of
heights yet began to sweat and shake when approaching high
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places, consistently did everything in his power to avoid going

near such places, and evaded discussing the issue, we would
justifiably conclude that the person's report was erroneous. It is a
scientific question to determine under what condition some can
elicit the most accurate introspective reports from another person

The approach of goal setting theory is consistent with, although NOTES
its beginnings somewhat antedated, the cognitive revolution. The
theory is based on what Aristotle called final causality, that is,
action caused by a purpose. It accepts the axiomatic status of
consciousness and volition. It also assumes that introspective
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reports provide (in principle) useful and valid data for

formulating psychological concepts and measuring psychological
phenomena (e.g., purpose, goal commitment, self-efficacy, etc.).
There were three reasons for choosing it: (a) It was
philosophically sound. (b) It was consistent with introspective
evidence revealing that human action as such is normally
purposeful. Underlying such action is a fundamental biological
principle: that all living organisms engage in goal-directed action
as a necessity of survival. In the higher organisms internal, goal
directed actions are automatic, but molar actions are guided
normally by consciously held goals, that is, purposes. In the
lower animals these consist of momentary desires. In man, goals
are (or at least can be) set volitionally by a process of reasoning
and may cover the range of a lifetime. (Of course, since man can
make errors in choosing goals, all goal-directed action does not
facilitate survival and may even undermine it.) (c) The third
reason was practical--the approach worked, as we shall see
below.
As an industrial-organizational psychologist, my interest was in
explaining why some people (ability and knowledge aside)
perform better on work tasks than others. My starting point was
to look at what they were consciously trying to accomplish when
they performed tasks, that is, what goals they were aiming for. As
a doctoral student I began a program of research that has
continued for some 30 years. Much of the work has been
collaborative, especially with Gary Latham who has conducted
numerous field studies on goal setting. These have been an
important complement to my studies, which have been performed
predominantly in laboratory settings. To date there have been
more than 500 studies of goal setting conducted by myself,
Latham, and many others. The most complete statement of goalsetting theory is found in Locke and Latham. The findings
referred to below can be found in this book, unless otherwise
referenced.
The typical experimental paradigm in goal setting studies is as
follows: Subjects are given a task to perform and are assigned
various performance goals to attain within a specified time limit.
They are given feedback showing progress in relation to the
goals, where relevant. Subjects may also be asked to fill out
questionnaires asking them to describe: their personal goals
(irrespective of assigned goals); their degree of self-efficacy,
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NOTES
Their degree of goal commitment, etc. There are many variants

on this basic model. For example, goals may be self-set rather
than assigned; subjects may participate in setting goals; goal
conflict may be induced; strategies for reaching goals may have
to be discovered, etc.
People with high self-efficacy are more likely to set high goals or
to accept difficult, assigned goals, to commit themselves to
difficult goals, to respond with renewed efforts to setbacks, and
to discover successful task strategies. Thus the effects of selfefficacy on performance are both direct and indirect (through
various goal processes). Additionally, goal choice and
commitment can be influenced through role modelling.
Feedback. For people to pursue goals effectively, they need some
means of checking or tracking their progress toward their goal.
Sometimes this is self-evident to perception, as when a person
walks down a road towards a distant but visible town or cuts the
grass on a large lawn. In such cases, deviations from the path to
the goal are easily seen and corrected. Contrast this, however,
with a sales goal whose attainment requires scores of sales over a
period of many months. Here some formal means of keeping
score is needed so that people can get a clear indication if they
are moving fast enough and in the right direction.
Goal setting is most effective when there is feedback showing
progress in relation to the goal.
(Technically speaking, feedback is a moderator of the goal
performance relationship.)
Goal-setting theory disputes the notion that feedback exerts an
automatic, "reinforcing" effect on performance. When provided
with feedback on their own 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 way of challenging
themselves, but this is not inevitable. The goal set may be higher
or lower than the performance level previously achieved. The
effect of performance feedback (knowledge of score) depends on
the goals set in response to it.
Clear goal setting, eg aims and requirements, personal
orientation achievement goals, dates for achievement, selfreflection
Research on successful top managers and leaders shows that they
set clear goals for themselves in relation to their learning. It is
not purely random.
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They establish;

dates for achievement,
self-reflection
self-initiation of learning processes;
PERSONAL GOAL SETTING
According to Mind Tools
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NOTES
Goal setting is a powerful process for thinking about your ideal

future, and for motivating yourself to turn your vision of this
future into reality. The process of setting goals helps you choose
where you want to go in life. By knowing precisely what you
want to achieve, you know where you have to concentrate your
efforts. You'll also quickly spot the distractions that can, so easily,
lead you astray.
Why Set Goals?
Goal setting is used by top-level athletes, successful businesspeople and achievers in all fields. Setting goals gives you longterm vision and short-term motivation. It focuses your acquisition
of knowledge, and helps you to organize your time and your
resources so that you can make the very most of your life. By
setting sharp, clearly defined goals, you can measure and take
pride in the achievement of those goals, and you'll see forward
progress in what might previously have seemed a long pointless
grind. You will also raise your self-confidence, as you recognize
your own ability and competence in achieving the goals that
you've set.
Starting to Set Personal Goals
You set your goals on a number of levels: First you create your
"big picture" of what you want to do with your life (or over, say,
the next 10 years), and identify the large-scale goals that you
want to achieve. Then, you break these down into the smaller and
smaller targets that you must hit to reach your lifetime goals.
Finally, once you have your plan, you start working on it to
achieve these goals.
This is why we start the process of goal setting by looking at
your lifetime goals. Then, we work down to the things that you
can do in, say, the next five years, then next year, next month,
next week, and today, to start moving towards them.
Step 1: Setting Lifetime Goals
The first step in setting personal goals is to consider what you
want to achieve in your lifetime (or at least, by a significant and
distant age in the future). Setting lifetime goals gives you the
overall perspective that shapes all other aspects of your decision
making.
To give a broad, balanced coverage of all important areas in your
life, try to set goals in some of the following categories (or in
other categories of your own, where these are important to you):
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NOTES
1. Career - What level do you want to reach in your career, or

what do you want to achieve?
2. Financial - How much do you want to earn, by what stage?
How is this related to your career goals?
3. Education - Is there any knowledge you want to acquire in
particular? What information and skills will you need to have in
order to achieve other goals?
4. Family - Do you want to be a parent? If so, how are you going
to be a good parent? How do you want to be seen by a partner or
by members of your extended family?
5. Artistic - Do you want to achieve any artistic goals?
6. Attitude - Is any part of your mindset holding you back? Is
there any part of the way that you behave that upsets you? (If so,
set a goal to improve your behavior or find a solution to the
problem.)
7. Physical - Are there any athletic goals that you want to
achieve, or do you want good health deep into old age? What
steps are you going to take to achieve this?
8. Pleasure - How do you want to enjoy yourself? (You should
ensure that some of your life is for you!)
9. Public Service - Do you want to make the world a better
place? If so, how?
Spend some time brainstorming these things, and then select one
or more goals in each category that best reflect what you want to
do. Then consider trimming again so that you have a small
number of really significant goals that you can focus on.
As you do this, make sure that the goals that you have set are
ones that you genuinely want to achieve, not ones that your
parents, family, or employers might want. (If you have a partner,
you probably want to consider what he or she wants - however,
make sure that you also remain true to yourself!)
Step 2: Setting Smaller Goals
1. Once 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 plan.
2. Then 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 goals. Each of these should be based on the
previous plan.
3. Then create a daily To-Do List of things that you should do
today to work towards your lifetime goals. At an early stage,
your smaller goals might be to read books and gather
information on the achievement of your higher level goals. This
will help you to improve the quality and realism of your goal
setting.
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4. Finally review your plans, and make sure that they fit the way NOTES
in which you want to live your life.
Staying on Course
Once you've decided on your first set of goals, keep the processes
going by reviewing and updating your To-Do List on a daily
basis.
Periodically review the longer term plans, and modify them to
reflect your changing priorities and experience. (A good way of
doing this is to schedule regular, repeating reviews using a
computer-based diary.)
SMART Goals
A useful way of making goals more powerful is to use the
SMART mnemonic. While there are plenty of variants (some of
which we've included in parenthesis), SMART usually stands for:
S - Specific (or Significant).
M - Measurable (or Meaningful).
A - Attainable (or Action-Oriented).
R - Relevant (or Rewarding).
T - Time-bound (or Track able).
For example, instead of having "To sail around the world" as a

goal, it's more powerful to say "To have completed my trip
around the world by December 31, 2015." Obviously, this will
only be attainable if a lot of preparation has been completed
beforehand!
Further Goal Setting Tips
The following broad guidelines will help you to set effective,
achievable goals:
State each goal as a positive statement - Express your goals
positively "Execute this technique well" is a much better goal
than "Don't make this stupid mistake."
Be precise: Set precise goals, putting in dates, times and amounts
so that you can measure achievement. If you do this, you'll know
exactly when you have achieved the goal, and can take complete
satisfaction from having achieved it.
Set priorities - When you have several goals, give each a
priority. This helps you to avoid feeling overwhelmed by having
too many goals, and helps to direct your attention to the most
important ones.
Write goals down - This crystallizes them and gives them more
force.
Keep operational goals small - Keep the low-level goals that
you're working towards small and achievable.
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NOTES
If a goal is too large, then it can seem that you are not making
progress towards it. Keeping goals small and incremental gives
more opportunities for reward.
Set performance goals, not outcome goals - You should take
care to set goals over which you have as much control as
possible. It can be quite dispiriting to fail to achieve a personal
goal for reasons beyond your control! In business, these reasons
could be bad business environments or unexpected effects of
government policy. In sport, they could include poor judging,
bad weather, injury, or just plain bad luck. If you base your goals
on personal performance, then you can keep control over the
achievement of your goals, and draw satisfaction from them.
Set realistic goals - It's important to set goals that you can
achieve. All sorts of people (for example, employers, parents,
media, or society) can set unrealistic goals for you. They will
often do this in ignorance of your own desires and ambitions.
Achieving Goals
It's also possible to set goals that are too difficult because you
might not appreciate either the obstacles in the way, or
understand quite how much skill you need to develop to achieve
a particular level of performance.
When you've achieved a goal, take the time to enjoy the
satisfaction of having done so. Absorb the implications of the
goal achievement, and observe the progress that you've made
towards other goals.
Finding: Goal setting (along with self-efficacy) mediates the
effect of knowledge of past performance on subsequent
performance.
When people receive negative performance feedback, they are
typically unhappy and may also experience doubts about their
ability. Those who 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 performance.
Those who lose confidence will tend to lower their goals,
decrease their efforts, and lessen the intensity and effectiveness
of their strategy search. Self efficacy changes following failure
may be affected by the types of causal attributions people make.
Mechanisms. How, specifically, do goals regulate performance?
Primarily by affecting the three aspects of motivated action:
direction, intensity, and duration.
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Finding: Goals affect performance by affecting the direction NOTES
of action, the degree of effort exerted, and the persistence of
action over time.
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The directive aspect is fairly obvious. A person who has a goal to

maximize quality of performance will focus more attention and
action on quality than on, for example, quantity or speed. When
there is conflict between two or more goals, performance with
respect to each goal may be undermined. Effort is roughly
proportional to the judged difficulty of the goal--which is why
difficult goals ordinarily lead to higher performance than easy
goals. Persistence refers to directed effort extended over time.
Harder goals typically lead to more persistence than easy goals,
because, given commitment, they take longer to reach and may
require overcoming more obstacles. These mechanisms operate
almost automatically or, at least routinely, once a goal is
committed to, because most people have learned, by about the
age of 6, that if they want to achieve something they have to: pay
attention to it to the exclusion of other things, exert the needed
effort, and persist until it is achieved. There is another, more
indirect goal mechanism--that of task strategies or plans. Most
goals require the application of task-specific procedures in
addition to attention and effort if they are to be attained. For
example, a student who wants to get an A in a psychology course
needs to know how to study in general, how to study psychology
in particular, how to identify what is needed for an A in this
course, and how to implement this knowledge. There are several
things we have learned about the relationship of goals and plans.
Goal Setting Example
For her New Year's Resolution, Susan has decided to think about
what she really wants to do with her life.
Her lifetime goals are as follows:
Career - "To be managing editor of the magazine that I
work for."
Artistic - "To keep working on my illustration skills.
Ultimately I want to have my own show in our
downtown gallery."
Physical - "To run a marathon."
Now that Susan has listed her lifetime goals, she then breaks
down each one into smaller, more manageable goals.
Let's take a closer look at how she might break down her lifetime
career goal - becoming managing editor of her magazine:
Five-year goal: "Become deputy editor."
One-year goal: "Volunteer for projects that the current

Managing Editor is heading up."
Six-month goal: "Go back to school and finish my
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NOTES
journalism degree."
One-month goal: "Talk to the current managing editor to
determine what skills are needed to do the job."
One-week goal: "Book the meeting with the Managing
Editor."
As you can see from this example, breaking big goals down into
smaller, more manageable goals makes it far easier to see how
the goal will get accomplished
CHECK YOUR PROGRESS
1. How can you motivate employee through goal setting?

2. What is Goal and what is the personal Goal of the
employee?
1.4 AIMS
AND
3. Explain different types of Goals as per the time period.
REQUIREMENTS
Particular aims identified
Clarifying 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 outcomes. These are some of the
aims identified by organizations in the literature review.
to impart knowledge and skills more quickly

foster personal development and business
competencies
promote networking
delegate responsibility for management of
training to the individual
enable recruits to assess mutual compatibility
meet individual and organisational needs
provide a framework and support for individuals
to develop new roles
to encourage individuals to own their own
development
passing on lessons from one programme to
another
ensure development is dovetailed to business
needs
To engender a new culture from a patriarchal
model to a faster more entrepreneurial type of
organisation.
to foster teamwork while encouraging individual
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responsibility for learning
to establish a common framework for NOTES

management development following a merger and
to give it top priority
to avoid the necessity of staff being absent for
training for long periods during a difficult period
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and allow them to work on work-related issues

to learn in a way which reflected their work back
in the workplace
to cascade learning throughout the organisation
Learner Needs
Characteristics of potential SML participants that may help them
succeed with this method of learning:
They need to feel comfortable with change and see it as
a learning opportunity
They should welcome diversity of culture and individual
difference
They need to be able to take calculated risks
can integrate data and feelings
are able to use mistakes as data rather than make
excuses
are able to use all experiences
can translate learning across contexts
do not require a traditional analytical, detached
approach
Facets of Learning
The literature review suggests that SML promotes various facets
of learning and the survey included two items designed to tap
into each of these. Respondents were asked to consider the
learning they had gained from their SML programmed and
identify areas where they had made progress. They were also
asked to give examples to discourage respondents from simply
ticking each box without identifying specific situations.
Metalearning: This is taken to be the ability to transfer learning
from one situation to another or the ability to re-apply the
approach in an unfamiliar setting. As one respondent describes it,
having a framework for making a start.
Just under three-quarters of respondents say that since their SML
programmed they feel more able to deal with unfamiliar
situations and 71% are able to identify resources and learning
aids more readily.
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NOTES
Examples given include being able to take a step back and view
situations objectively as a whole. One respondent has moved
into project management and reports benefits in developing
project management skills, conducting research on the subject
and making recommendations. Another has broken out of a
functional area and moved into a more strategic role.
Respondents report being more self-confident in dealing with
senior managers and more able to take on unfamiliar projects.
Someone gives the example of coping in different sectors and
countries.
They also claim to be able to identify wider resource material
with the realisation that there are no barriers.
Several mention the wider networks they have developed both
inside and outside the organization and in particular their own
learning sets which have often continued to meet long after the
programme has finished.
Strategic Learning: 82% of respondents said that they were
thinking more strategically about the future direction of the
organization since the SML programmed, although only 55%
were able to contribute directly to organizational strategy. One
respondent writes:
Im more deliberate in linking my job activities to business goals
Another describes it as, dragging my head above the parapet and
disengaging from the operational level.
Since the programmed one person has moved into employment
as a change management consultant/strategic facilitator within
the same organization. Another describes a broader awareness of
other organizations strategy and several responses refer to the
ability to reflect with more depth and breadth. In some cases this
means taking a critical look at the organization and identifying a
lack of strategic direction.
This more strategic approach seems to be reflected in the fact
that over three-quarters of respondents feel that their general
management skills have improved. Respondents report a better
understanding of others frames of reference and being more
comfortable in challenging others in their areas of expertise.
One respondent writes:
I now facilitate a team of Directors learning and make very
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powerful interventions and give insightful feedback.

Collaborative Learning: 70% of respondents say that they are
more effective in learning and working with others. In examples
given this seems to have been developed in the learning set, with
many saying that they have worked on their listening skills.

Many respondents are involved in mentoring or coaching NOTES
activities with both senior and junior staff. People mention being
more conscious of sharing learning and giving and receiving
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feedback. Several work in teams and say that they are more
aware of group learning abilities
Motivational Learning:
The survey reveals a kind of inner momentum when participants
discover this self-fulfillment through learning. One respondent
describes it as having more control over my destiny. Another
feels more committed to the company and a third describes the
stimulation of the get out of the box mentality. But not all of
this motivation is directed towards pleasurable experiences.
Individuals are prepared to take on tough challenges. One
individual writes:
1.5 PERSONAL ORIENTATION ACHIEVEMENT GOALS

Clear goal setting, eg aims and requirements, personal
orientation achievement goals, dates for achievement, selfreflection
Research on successful top managers and leaders shows that they
set clear goals for themselves in relation to their learning. It is not
purely random.
They establish;
dates for achievement,
self-reflection
self-initiation of learning processes;
PERSONAL GOAL SETTING
According to Mind Tools
Goal setting is a powerful process for thinking about your ideal
future, and for motivating yourself to turn your vision of this
future into reality. The process of setting goals helps you choose
where you want to go in life. By knowing precisely what you
want to achieve, you know where you have to concentrate your
efforts. You'll also quickly spot the distractions that can, so easily,
lead you astray.
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NOTES
Why Set Goals?

Goal setting is used by top-level athletes, successful businesspeople and achievers in all fields. Setting goals gives you longterm vision and short-term motivation. It focuses your
acquisition of knowledge, and helps you to organize your time
and your resources so that you can make the very most of your
life.
By setting sharp, clearly defined goals, you can measure and take
pride in the achievement of those goals, and you'll see forward
progress in what might previously have seemed a long pointless
grind. You will also raise your self-confidence, as you recognize
your own ability and competence in achieving the goals that
you've set.
Starting to Set Personal Goals
You set your goals on a number of levels:
First you create your "big picture" of what you want to do with
your life (or over, say, the next 10 years), and identify the largescale goals that you want to achieve. Then, you break these down
into the smaller and smaller targets that you must hit to reach
your lifetime goals.
CHECK YOUR PROGRESS
4. Which are the parameters
achievement goals?
5. Explain about Set Goals.
for
personal
1.6 DATES FOR ACHIEVEMENTS

These should fit with the SMART objectives, meaning that the
tasks should be:
Specific - specified learning activities, not general
statements.
Measurable - possible to assess whether they have been
achieved.
Attainable - possible to achieve.
Realistic - within the doctor's capability.
Timed - agreed time for achieving and reviewing.
The following guidance is provided by the Royal College of

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General Practitioners (RCGP):

An annual PDP should be derived from participation in each
annual appraisal. It should be signed off by you and your
appraiser, and should represent the agreed plan for the NOTES
forthcoming year. The portfolio should contain one PDP for
each year in the period of revalidation.

A PDP consists of a number of objectives. There is no
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minimum or maximum number of objectives. Most GPs are

expected to set themselves between three and five objectives
that reflect the breadth of their practice, responsiveness to
the health needs of their local population, and their own
development needs.
A valid PDP must contain the following key elements for
each objective:
A statement of the development need.
An explanation of how the development need will

be addressed (the action to be taken and the resources
required); objectives are more likely to be achieved if
consideration is given to several ways of meeting them.

The date by which the objective will be achieved.
The intended outcome(s) from the objective.
For each PDP objective submitted there should be a

column recording the outcome of the objective. The entries
in this column should be agreed between the appraiser and
the GP at the appraisal following the one in which the PDP
was agreed.
The entries reviewing the outcome of agreed objectives
are likely to reflect the fact that the objective has been
completed and the extent to which the intended outcome
from that objective has been achieved, or the fact that the
objective has not been completed and an explanation such
as:
The objective became irrelevant due to changing
circumstances in the year.

The objective became unachievable as the
implications became clearer.
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NOTES
It is very important to reflect on the objective, the

development achieved and any reasons for not achieving the
objective. This reflection is an important attribute of a GP's
fitness to practice.
Leadership and management: The RCGP advises that, over a

five-year period, the GP should not only consider clinical
development but also leadership and management skills. These
skills are part of a doctor's roles in providing safe healthcare
systems.
Continuing personal development needs and therefore the PDP
should include the whole of your professional practice. This
includes both the clinical and non-clinical aspects of your
CHECK YOUR PROGRESS
4. What is SMART objective achievement?
5. What is the difference between Target date and
Actual date?
practice, and any

management,
research,
and
teaching
or training
responsibilities you have.
1.7 SUMMARY
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Self managed learning is the important factor for personal

and professional development.
There are different method of Self Managed learning
The need of Goal and Target are the important factor in
organization.
The prime responsibility of the employer in the
organization is to achieve his goal within the time limit.
Understand how self managed learning can enhance
lifelong development.
Learner can evaluate approaches to self managed
learning.

NOTES
1.8 ` KEY TERMS
Independent learning, which connotes learning in

isolation, or is represented by the "lone' learner who
makes all of the decisions about goals, content, effort,
time, and evaluation, etc.
Psychological control, which connotes the necessary
element in the definition, is found in the learner's
psychological independence (control) rather than in social
or curricula elements.
1.9 QUESTIONS AND EXERCISE

Short-Answer Questions
1
What is SMART objective achievement?
What is the difference between Target date and Actual date?
What do you mean by Self-Reflection ability?
Long-Answer Questions
1
Briefly explain personal development plan.
2
Briefly explain Goal setting as per time management.
3
Explain self managed learning in detail.
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Learning styles
UNIT 2 LEARNING STYLES
Structure
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
NOTES
Introduction
Unit Objectives
Meaning
Personal Preferences
Activist
Pragmatist
Theorist
Reflector
Reflexive
Modernization Theory
Kolbs learning Cycle
Summery
Key Terms
2.0 INTRODUCTION
In this Unit, you will Study what is learning style and about the
different learning styles models. The unit will also discuss the
Modernization theory and the learning cycle. The approaches of
learning styles like Reflective Observation and Active
Experimentation.
2.1 UNIT OBJECTIVES
Understand the meaning of Learning style
Understand the different Learning models
Understand the Modernization theory
Understand the Learning Cycle
2.2 MEANING
A learning style is a student's constant way of answering to and

using stimuli in the context of learning Or we can say that
Learning styles refer to a range of competing and
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contested theories that aim to account for differences in

individuals' learning. Thus, learning styles are not actually
worried with what learners learn, but rather how they prefer to
learn.
Learning styles
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NOTES
2.3 PERSONAL PREFERENCES
Learning styles were given by Peter Honey and Alan Mumford,
which is based upon the effort of Kolb, and they recognized four
discrete
learning
styles
or
preferences: Activist,Theorist,Pragmatist and Reflector. These
are the learning approaches that individuals generally prefer and
they suggest that in order to maximise one's own personal
learning each learner ought to:
know their learning style
seek out opportunities to learn using that style
To understand your exacting learning style Honey and Mumford
have developed a Learning Style Questionnaire and with this
information you will be in a very good position to do three really
useful things:
1. "Become smarter at getting a improved fit between
learning opportunities and the way you learn the best.
This makes your learning very easy, very effective and
more enjoyable. It saves you tackling your learning on a
hit-and-miss basis. Having the information about your
learning preferences, you'll have many more hits and
fewer misses."
2. "Enlarge the 'band width' of experiences from which you
get benefit. Becoming an all-round learner, enhances
your adaptability and helps you learn from a wide range
of different experiences - some formal, some informal,
some planned and some spontaneous."
3. "Improve your learning skills and processes. Enhanced
alertness of how you learn, opens up the entire process to
self-scrutiny and improvement. Learning to learn is your
very important potential since it gives the gateway to
everything else you want to develop."
CHECK YOUR PROGRESS
1. What are the Four Learning styles?
2.How can you increase your learning skill?
2.4 ACTIVIST
Activists are the people who like to learn by doing. Activists
require to get their hands dirty, to dive in with both feet first.
Have an unbiased approach to learning, involving themselves
fully and without bias in new experiences.
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Learning styles
Activists engage themselves fully and without bias in new NOTES
experiences. They like the here and now, and are glad to be
dominated by immediate experiences. They are unbiased, not
sceptical, and this tends to make them passionate about anything
new. Their philosophy is: "Ill try anything once". They tend to
act first and consider the consequences afterwards. Their days are
packed with activity. They handle the problems by brainstorming.
As soon as the enthusiasm from one activity has died down they
look for the next problem/activity. They tend to prosper on the
challenge of new experiences but are fed up with
accomplishment and longer term consolidation. They are
expressive people constantly involving themselves with others
but, in doing so, they seek to centre all activities around
themselves.
Activities:
Brainstorming
Problem solving
Group discussion
Puzzles
Competitions
Role-play
STRENGTHS
Flexible and open-minded

Happy to "have a go"
Enjoys new situations
Optimistic about anything new therefore unlikely to resist change
WEAKNESSES
Tendency to take the immediately obvious course of

action without weighing up other possibilities
Tendency to do too much themselves
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Tendency to hog the limelight
Often take unnecessary risks
Goes into action without sufficient preparation
Gets bored with implementation and consolidation
Learning styles
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NOTES
CHECK YOUR PROGRESS
3. Who is an Activist?
4. Write the activities of an Activities?
2.5 PRAGMATIST
These people want to be capable to see how to put the learning
into exercise in the real world. Abstract concepts and games are
of limited use except they can see a method to put the ideas into
action in their lives. Experimenters, always trying out some new
ideas, theories and techniques to notice if they work.
Pragmatists are the people who keen on trying out ideas, theories
and techniques to see if they work in practice. They positively
find out new ideas and take the first chance to experiment with
applications. They are the kind of people who return from
courses full with new ideas that they want to try out in exercise.
They want to get on with things and act rapidly and assertively
on ideas that draw them. They tend to be intolerant with
ruminating and open-ended discussions. They are necessarily
practical, down to earth people who like to making realistic
decisions and solving problems. They react to problems and
opportunities 'as a challenge'. Their philosophy is "There is
always a better way" and "If it works it's good"
Activities:
Time to think about how to apply learning in reality

Case studies
Problem solving
Discussion
STRENGTHS
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Keen to test things out in practice

Practical and realistic
Down to earth and business-like; gets straight to the point
Technique oriented
WEAKNESSES
Tendency to reject anything without an obvious

application
Not very interested in theory or basic principles
Learning styles
Tendency to seize on the first expedient solution to a NOTES

problem
Impatient with "waffle"
Task-oriented rather than people-oriented
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CHECK YOUR PROGRESS

5. Write the Strength of Pragmatist?
6. What are the Weakness of Pragmatist?
2.6 THEORIST
Theorist wants to understand the theory behind the actions. They
require models, concepts and facts in order to employ in the
learning process. Prefer to analyse and synthesise, fetching new
information into a organized and logical 'theory'.
Theorists adapt and combine observations into complex but
reasonably sound theories. They think problems through in a
vertical, step-by-step logical way. They incorporate disparate
facts into logical theories. They tend to be perfectionists who
won't rest easy until things are neat and fit into a sensible
scheme. They like to examine and synthesize. They are verymuch
keen on the basic assumptions, principles, theories models and
systems thinking. Their philosophy praises rationality and logic.
"If its logical its fine." Questions they ofenetly ask are: "Does it
make sense?" "How does this fit with that?" "What are the basic
assumptions?" They tend to be separate analytical and devoted to
rational objectivity rather than anything subjective or uncertain.
Their approach to problems is constantly logical. This is their
'mental set' and they firmly reject anything that doesn't fit with it.
They prefer to maximise firmness and feel uncomfortable with
subjective judgements, lateral thinking and anything flippant.
Activities:
Models
Statistics
Stories
Quotes
Background information
Applying theories
Learning styles
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NOTES
STRENGTHS
Logical, "vertical" thinkers
Rational and objective
Disciplined approach
Good at asking probing questions
WEAKNESSES
Restricted in lateral thinking
Low tolerance for uncertainty, disorder or ambiguity
Intolerant of anything subjective or intuitive
Full of "should", "oughts" and "musts"
CHECK YOUR PROGRESS

7. What are the qualities of Theorist?
8. Write the Weakness of theorist?
2.7 REFLECTOR
Reflector learns by observing and thinking about what happened.
They may neglect leaping in and prefer to observe from the
sidelines. They Prefer to stand back and analyse experiences
from a number of different outlook, gathering data and taking the
time to work towards a suitable conclusion.
Reflectors like to stand back to consider experiences and observe
them from many different outlooks. They gather data, both first
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hand and from others, and prefer to think about it in detail before
coming to a conclusion. The detailed collection and study of data
about experiences and events is what counts so they tend to
delay reaching ultimate conclusions for as long as possible. Their
philosophy is to be cautious. They are very thoughtful people
who like to think all possible angles and implications before
making a move. They prefer to take a back seat in meetings and
discussions. They take pleasure in observing other people in
action. They listen to others very carefully and get the flow of
the discussion before making their own points. They tend to
accept a low profile and have a a little distant, tolerant calm air
about them. When they act it is part of a broad picture which
consists the past as well as the present and others' observations
as well as their own.
Learning styles
Activities:
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NOTES
Paired discussions
Self analysis questionnaires
Personality questionnaires
Time out
Observing activities
Feedback from others
Coaching
Interviews
STRENGTHS
Careful
Thorough and methodical
Thoughtful
Good at listening and assimilating information
Rarely jump to conclusions
WEAKNESSES
Tendency to hold back from direct participation
Slow to make up their minds and reach a decision
Tendency to be too cautious and not take enough risks
Not usually assertive
CHECK YOUR PROGRESS
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9. Write the Strength of Reflector.

10. Write the Weakness of Reflector.
2.8 REFLEXIVE
The
concept
of reflexive
modernization or reflexive
modernity was given by a joint effort of three of the foremost
European sociologists Anthony Giddens, Ulric Beck
and Scott Lash. The introduction of this concept has double
purpose: to re-evaluate sociology as a science of the present
(touching beyond the early 20th century conceptual structure);
and to give a counterbalance to the postmodernist
hypothesis offering
a
re-constructive
view
alongside deconstruction.
Learning styles
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NOTES
The concept built upon previous ideas such as post-industrial
society(Daniel Bell) and post material society, but emphasis how
in reflexive modernization, modernity directs its interest to the
process of modernization itself.
This type of learner is someone who traverses their experiences
of learning to better know how they learn and get better their
learning and thus, becoming a lifelong learner. This type of
student is more self-aware and self-critical, truthful about
themselves and open to criticism and feedback, curious and
prepared to try different approaches, stimulated to improve and
more capable to carry through independent learning. Plans that
may help to get better and encourage reflection include self- and
peer evaluation, learning logs, critical incident and fieldwork
diaries, reflective commentaries, and action research.
CHECK YOUR PROGRESS
11. Who give the Concept of reflexive modernization?

12. How Reflexive learners learn?
2.9 MODERNIZATION THEORY
Modernization theory is a theory which is used to describe the

process of modernization that a nation goes through as it
transforms from a traditional society to a modern one. The theory
has not been credited to any one person; instead, its development
has been linked to American social scientists in the 1950s.
There are several different versions of modernization theory.
This lesson will discuss about the opposing views of the Marxist
and capitalist versions, a Western version, and a current version
of modernization theory.
Other modernization theorists, such as Samuel Huntington,
discussed that social mobilization and economic development
were powerful forces behind modernization. Enhanced social
mobilization meant that individuals and societal groups
transformed
their
aspirations.
Enhanced
economic
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development meant the capabilities of the newly modern society

would change. Huntington argued that these communal changes
would unavoidably lead to democratization.
Even though the Marxist and capitalist versions of modernization
supposed opposing views, both views held that in order for
developing countries to modernize the countries essential
assistance in economic development and social change.
Learning styles
NOTES
Communism was fading by the 1970s and democratization had
unsuccessful to occur in many nations struggling to develop.
Many critics affirmed the Marxist and capitalist versions of
modernization were annulled.
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CHECK YOUR PROGRESS

13.What do you understand by the modernization theory?
14. What is social mobilization?
2.10 KOLBS LEARNING CYCLE

David Kolb in print his learning styles model in 1984 from
which he developed his learning style inventory.
The learning theory of Kolb's experiential learning works on
two levels: a four stage cycle of learning and four different
learning styles. Much of Kolbs theory is deal with the
learners internal cognitive processes.
Kolb says that learning involves the attainment of abstract
concepts that can be applied openly in a range of situations. In
Kolbs theory, the impulsion for the development of new
concepts is given by new experiences. According to
KolbsLearning is the process whereby knowledge is created
through the transformation of experience .
1. Concrete Experience - (This is a new understanding
of situation is faced, or a reinterpretation of existing
experience).
2. Reflective Observation (of the new experience. Of
specific importance are any inconsistencies between
experience and understanding).
3. Abstract Conceptualization (Reflection gives grow to
a new idea, or a alteration of an existing abstract
concept).
4. Active Experimentation (the learner applies them to
the world around them to see what results)
CHECK YOUR PROGRESS

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15. What is Active Experiment?

16. What is concrete experience?
Learning styles
NOTES
2.11 SUMMARY
Learning styles are not actually worried
with what learners learn, but rather how they prefer to
learn.
There are Four distinct learning styles or preferences:

1. Activist,
2. Theorist,
3. Pragmatist
4. Reflector
Activists are the people who like to learn by doing.
Pragmatists would like to keep on trying out ideas,
theories and techniques to see if they work in practice.
Theorists accept and combine observations into complex

but logically sound theories.
Reflectors like to stand back to consider experiences and
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watch them from many different perspectives.
This type of learner is someone who traverses their

experiences of learning to better know how they learn
and improve their learning and thus, becoming a
lifelong learner.
Modernization theory is a theory used to describe the

procedure of modernization that a nation goes through as
it transformes from a traditional society to a modern one.
2.12 KEY TERMS
Observation: Observation is the process or action of

closely observing or monitoring something or someone.
Modernization: Modernization mat be refers to a model
of a progressive transformations from a 'pre-modern' or
'traditional' to a 'modern' society.
Learning styles
Learner: A person who is learning a skill or subject.
Development: It is the procedure of developing or

being developed.
NOTES
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Philoshphy: The learning of the basic nature of

knowledge, reality, and existence, especially when
considered as an academic discipline.
Optimistic: A person who is hopeful and confident

about the future.
Active: A person who is Engaging or ready to engage in

physically energetic pursuits.
2.13 QUESTION & EXERCISE

Short- Answer Question
Q.1 Write the Strength of an Activist?
Q.2 Who is the Reflector?
Q.3 What is relective observation?
Q.4 Write the activities of Reflector?
Long- Answer Question
Q.1 Describe the modernization theory.
Q.2 Describe the Kolbs learning cycle.
Q.3 Who is pragmatist and write the activities.
Q.4 Who is theorist and write the strength.
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Approaches
UNIT 3 APPROACHES
Structure
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14
NOTES
Introduction
Unit Objectives
Learning through research Summery
Mentoring and Coaching
3.3.0 Mentoring
3.3.1 Coaching
Seminars and Conferences
3.4.0 Seminars
3.4.1 Conferences
Secondments
Interviews
Use of the internet
Social Networks
Bulletin Board
News Groups
Summery
Key Terms
3.0 INTRODUCTION
In this unit you will learn about the approaches to self-managed

learning, learning through research, mentoring and coaching,
Seminars and conferences, Secondments. This unit will also
teach you about how to crack Interviews, use of internet, Social
networks, bulletin boards and News groups.
3.1 UNIT OBJECTIVES
Understand the learning through research
Learn about the mentoring & coaching , Seminars and

conferences
Understand the Secondments
Know about the crack Interviews, use of internet, Social
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networks, bulletin boards and News groups

3.2 LEARNING THROUGH RESEARCH
Learning through research as an one of the example of the selfmanaged learning
Approaches
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NOTES
"Learning through research" encompasses understanding

of learning, in this the learners determines, tests and
reflects own learning goals in a self-managed and selfresponsible form.
"Learning through research" is essential required through

individual work
- Work in autonomous learning groups
- Co-operation in research projects
The method of "learning through research" makes possible
that older people select and work on forgotten or

undeveloped research subjects or adduct care to not yet
researched facts
that older students' attitudes and their life experience sand

also professional are consider in the design of research
projects
to learn about aged and about social issues also for the
same time about the way how ageing and social issues
are researched
The tasks of the teachers are that for teaching moderator

and they consist in the initiation of project groups and
their accompaniment from search for a particular subject
through to result for documentation
The new information and communication technologies

can strengthen self-determination and also it is the
independent research work of the learners.
CHECK YOUR PROGRESS
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1. What are approaches?

2. What important of learning through research?
3.3 M ENTORING AND COACHING
3.3.0 Mentoring
"For maximize the people inner potential and mange for own
learning the Mentoring is to support and encourage them, evolve
their own skills, polish their performance and become the person
they want to be."
Approaches
Mentoring is the very powerful tools for personal NOTES
development. Mentoring is an effective way for progress in
people careers by helping their and is becoming increasing
popular as its potential is realized. Mentoring is a partnership
between two people one is mentor and second is mentee; they
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are normally working in a similar field or sharing

corresponding experiences. It is a very helpful for build up
relationship based upon mutual trust and respect of each
other. A mentor is a guide who can help the mentee to analyze
the right way and who can help them to solve for develop
career issues. Mentor is had similar experiences to gain a
sympathy with the mentee and realization of people issues.
Mentoring is provides an opportunity to mentee to think
about career progress and options. A mentor should help the
mentee to believe in himself and boost him confidence. He
should ask questions and challenge, while encouragement and
providing guidance. Mentoring allows the mentee to explore
new ideas with confidence. It is a chance to look more closely
at yourself, your issues, opportunities and what you want in
life. It is about becoming more self-aware for future, taking
responsibility for life and directing your life in the direction
you decide.
3.3.1Coaching
Effective Coaching in the Workplace

The term of coaching has existed around in business for abundant
of the last decade, and this yet still has varied interpretations.
Basically defined, coaching is a one person managing another
through a special process, leading to performance development
The applications can support to realize a specific project, helping
separate to do better what they already do well, or evolving a
skill they don't until now possess.
What is coaching?
Coaching is focuses on future opportunities and it is uses learning
from past experiences. Coaching is extra about how things are
done, rather than what things are done. Coaching is regarding
unlocking the person individual potential and exploiting their
performance. Coaching is about people helping to determine
answers for themselves rather than directing. Coaching is
working on solving problems below the level where they occur.
For example, values and beliefs is come from identity of person
and values and beliefs drive behaviors. So thats why working
with a problem that establishes itself at the level of behavior that
means the coach working with you at the level of values and
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belief
Approaches
NOTES
It is like cracking away the top layers of an onion to determine

that the problem lies at the core. Coaching are done well is about
working at the core, which determinations not only the
presenting difficulty but it is also problems which at the time are
not even establishing themselves yet. Coaching is around
building a relationship and it is based on adoptions rather than
advice. For Pry dale, coaching is holistic, it takes into
interpretation the whole person and the complete range of issues
which require determination or improvement. So Coaching is a
way of being, way of thinking and a way of speed up
development.
Why should organizations use coaching?
Coaching is a device for unleashing potential tool for solving
performance! An approach to change! It can be used to improve
the performance of the coaches outside their dreams. Once that
performance is unchecked, that automatically means changes in
the doing, thinking and acting. Many successful companies today
are working through nonstop change, which results in bigger
ownership for workers. They take responsibility for their own
jobs, which opens their thoughtful to new and more operative
ways of working. In big companies coaching is supports new
thinking, which principals to a continuous improvement change
process. Coaching id focus can and ensures improve
performance in organization, team and individuals itself. Over
the last three years there has been extensive growth of interest in
one to one coaching, with individuals identifying the benefits
that this approach can get to their own performance and success.
When can coaching be used?
Taking into account the viewpoints outlined above, coaching can
be used in many states, including:
Motivating of staff
Building a teams
Building a relationships
Performance enhancement
Resolving personal issues
Developing individuals
Accelerating/enhancing learning
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CHECK YOUR PROGRESS

3. Importance of Mentoring for self-managed learning.
4. Importance of Coaching for self-managed learning.
Approaches
NOTES
3.4 SEMINARS AND CONFERENCE
3.4.0 Seminar
The Objectives of Seminars for Profit Organizations
Seminars cover topics important to running a successful
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organization. Topics are regularly presented by field experts. An

extensive variety of skills can be learned by joining seminars.
Like financial reporting, marketing, software use, human
resource guidelines and management skills are common topics
presented at seminars. Seminars are super knowledge tool and
management resource.
Business Management
Business management is a mutual seminar objective. This
Seminars are conducted for explain basic management skills.
Marketing, financial recording, employee relations and business
law are in present. A business management seminar is planned to
give you an overview of the tools wanted to run a successful
organization.
Marketing
Marketing seminars is for teach the skills wanted for successful
marketing. Direct marketing and promotion skills are presented.
Attending at a marketing seminar will teach you how to reach out
to potential consumers.
Financial
Seminars are available for to teach you the simple financial skills
wanted to run a gainful organization. Accounting investments,
requirements and business tax laws are general topics of financial
seminars. Presence seminars will keep you up to date with
variations in financial reporting laws
Software
Seminars are available for to teach you how to use a specific
software program. Software operators will increase the tools
needed to professionally use the software in place in your
working organization. Learning how to usage a particular
program is important and valuable for all employees. Software
seminars are frequently conducted by the provider of the program
3.4.1Conferences
A conference is a meeting of professionals in a given subject or
profession, it is dealing with organizational matters, matters
about the status of the profession, and technical growths. It is
differs from an academic conference in having wider goals, and
usually a much wider attendance. They are generally sponsored
by the professional society in the field, and typically are
organized 24 on a national basis. Some are international and
usually organized by groups of the national societies in a subject.
Approaches
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NOTES
Some are local, province, normally by state, or other local

sections of a national body. They are frequently held annually.
Some of the major societies hold more than one a year. Others
are held as a onetime event, and are usually dedicated to a
specific topic.
CHECK YOUR PROGRESS
5. Various types of seminar.
6. What is conference?
3.5 SECONDMENTS
What is Secondments?
Many people do not understand that it is possible to discover
different career possibilities by momentarily changing roles
inside the same company. This is often known as working on
Secondments and is specifically prevalent in the commercial
sector in where corporations are adept at creation the best use of
the several skills and interests of their staff. However some
public sector bodies, including universities, do operate
Secondments schemes, although this does not actually apply to
academic staff, who have been employed since they are an expert
in that particular field.
The modification could last any length of time and could lead to
new employment opportunities for the person concerned. The
terms of each Secondments scheme vary and in some cases it is
only open for those who in full time permanent employment and
also although other schemes offer this to contract and part time
staff members.
Why go on Secondments?
There are many advantages to enchanting up a Secondments
posting. Maybe the salary and working conditions on offer are
well than those in your present role, but more probable the
change is one of improving your career probabilities by
developing your CV. It is not required to change jobs wholly in
order to maximize these kinds of opportunity, so Secondments
proposals members of staff who are happy in their present
company or workplace the chance to try something new.
CHECK YOUR PROGRESS
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7. What is Secondments?
Approaches
NOTES
3.6 INTERVIEWS
Job interviews are always tense - even for job seekers who have
gone on uncountable interviews. The best way to decrease the
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tension is to be prepared. Take the time for understanding review

common interview questions you will most likely be asked. Also,
review model answers and information on how to answer these
typical questions ask in the interview. Following is the general
question and answer is given bellow
What Is Your Greatest Strength?
It is important to confidently stat both your strengths and
weaknesses. Do not say that you do not have Andy weaknesses.
However, be careful that your weaknesses are not construed as
problem areas that could negatively impact the company. In fact,
find ways to showcase your strengths in the grab weaknesses
What do you know about us?
Do not give your opinion about the company. Stick to reported
facts that you have gathered from the company websites, media
reports etc. Talk about the product portfolio, size, income, and
customers of the company.
Tell me about yourself ?
While answering such a question, always focus on your strengths
that are relevant to the job. You may tell the interviewer about
your skills and awards in debates, extempore speech competition
and significant project work or extracurricular activities where
you excelled.
Why should we hire you?
For this question, your answer should list out strengths that you
feel are relevant to the job. And structure them to suit your
requirements. Like,
I have good coordination skills.
I possess strong analytical skills.
I can persuade people to see may point of view and get
the work done.
My greatest asset is my ability to motivate people, etc.
Why do you want to work here?
Again, this may sound like an invitation to describe how landing
the job will benefit you. Again, it's not! The want to understand
how much you know about them -- how interested you really are
in the job.
Approaches
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NOTES
Where do you see yourself in 5 years?

As possible response would be as follows.
I see myself making a strong impact to this company result
though successful execution of the projects assigned to me.
Based on step by step success, I would like to take on more
responsibilities inside the company leading on the leadership
roles for people and products.
My goal is to make a strong impact to the success of the
company through combination of people and product leadership.
CHECK YOUR PROGRESS
8. Which basic question asks in interview?
3.7 USE OF THE INTERNET
Technological innovations have made the use of internet a

common source for obtaining any information related to any
topics relating to different disciplines. Internet information of
any type is available at just making one lick and the process of
learning faster and much more suitable. The online learning has
been greatly facilitated by the ability of people to have easy
access to internet therefore making it a method of choice as far
as self-managed learning is concerned.
Use of internet as a tool of self-managed learning as it has been
sure to be an effective means of gathering information within the
framework of individual learning. The huge amount of
information available online so that makes it a valuable tool of
learning, as the people can search for the relevant topics framebooks, journals, websites, newspapers and blogs.
As compared to the material available in the library at academic
institution then internet offers access to a huge number of
reliable sources of knowledge. For case the library can only store
a certain number of journals and books. On the other hand,
internet has allowed us to read through the books and journals
that are actually not available in the library. Even though some
people argue considering it to be a doubtful source for gathering
information, the wide variety of books and journals available
online cannot be found in every library. The e-books and online
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version of the journals have allowed us to develop the basic

understanding regarding the foundations of different topics.
Additional advantage associated with the use of internet as a
funds of self-managed learning is that the learner is capable to
gain responsibility for his own learning process. Therefore,
Approaches
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Therefore, giving growth to a sense of responsibility for personal NOTES

actions and the ability to accept the resultant consequences
Internet has also allows us to depend upon person own style of
learning which can vary from person to person.
3.8 SOCIAL NETWORKS
A social networking service is one of the online service, platform,
or site that focuses on helping the building of social networks or
social relations between people who, for example, share
activities, interests, backgrounds, or real-life connections. A
social network service contains of a representation of
respectively user, his/her social links, and a variation of
additional services. Most social network services are web-based
and provide means for users to interact over the Internet for
example as e-mail and instant messaging. Online community
services are occasionally considered as a social network service,
though in a wider sense, social network service usually means an
individual entered service while online community services are
group-cantered. Social networking sites allow users to share them
ideas, events, interests, activities and within their own individual
networks.
CHECK YOUR PROGRESS
9. How use internet?
10. What is Important of social network for self-managerial
development?
3.9 BULLETIN BOARDS

Employers normally use bulletin boards as a means of posting
data for employees, and as a place where staffs can post
information. Bulletin boards are classically located in
lunch/break areas in the workplace. An employer is not
mandatory to have a bulletin board, while some union contracts
require bulletin board space for practice by the union. Staffs
should address the use of bulletin boards in the employee
handbook, 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 posted. In addition,
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employers/supervisors should check bulletin boards on the

regular basis to confirm that inappropriate/unlawful things have
not been posted
Approaches
NOTES
3.10 NEWS GROUPS
Newsgroups are online conversation groups that deal with a
variety of topics. A common analogy used for the define
newsgroups is online bulletin boards the newsgroups are can
active forums for the interchange of information and ideas,
providing a minor business with opportunities for the
networking, learning further about the industry and competition,
and marketing and sales possibilities. Newsgroups also tend to
be non-commercial, so it is crucial that participants become
aware of a group's purpose, rules and makeup of etiquette.
Newsgroups are both moderated and unmediated; the moderated
news group is monitored under the administrator who may
screen posts to the group, on the basis of correctness of content.
CHECK YOUR PROGRESS
11. What about bulletin boards?
12. What about news groups?
3.11 SUMMARY
"Learning through research" encompasses understanding

of learning, in this the learners determines, tests and
reflects own learning goals in a self-managed and selfresponsible form
that older people select and work on forgotten or

undeveloped research subjects or adduct care to not yet
researched facts
"For maximize the people inner potential and mange for
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own learning the Mentoring is to support and encourage

them, evolve their own skills, polish their performance
and become the person they want to be."
Mentoring is provides an opportunity to mentee to think

about career progress and options. A mentor should help
the mentee to believe in himself and boost him
confidence.
Coaching is a one person managing another through a

special process, leading to performance development.
Coaching is focuses on future opportunities and it is uses

learning from past experiences. Coaching is extra about
how things are done, rather than what things are done.
Coaching is a way of being, way of thinking and a way of

speed up development.
Approaches
NOTES
Seminars cover topics important to running a successful

organization. Topics are regularly presented by field
experts.
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An extensive variety of skills can be learned by joining

seminars. Like financial reporting, marketing, software
use.
A conference is a meeting of professionals in a given

subject or profession, it is dealing with organizational
matters, matters about the status of the profession, and
technical growths
Secondments mean many people do not understand that it

is possible to discover different career possibilities by
momentarily changing roles inside the same company.
Job interviews are always tense - even for job seekers

who have gone on uncountable interviews. The best way
to decrease the tension is to be prepared.
The general question and answer about the interview.
Internet information of any type is available at just

making one lick and the process of learning faster and
much more suitable.
As compared to the material available in the library at

academic institution then internet offers access to a huge
number of reliable sources of knowledge.
A social networking service is one of the online service,

platform, or site that focuses on helping the building of
social networks or social relations between people.
Bulletin boards are classically located in lunch/break

areas in the workplace.
News groups are online conversation groups that deal

with a variety of topics.
News groups are can active forums for the interchange of

information and ideas.
3.12 KEY TERMS
Secondments: The seconded employee is referred to as
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the "employee" or "seconded"

Bulletin boards: Bulletin boards are particularly
prevalent at universities. They are used by many sports
groups and extracurricular groups and anything from
local shops to official notices.
Job Seekers: A person who is unemployed and looking
for work.
Approaches
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NOTES
Financial: the finances or financial situation of an

organization or individual
Marketing: the action or business of promoting and
selling products or services, including market research
and advertising.
3.13 QUESTIONS AND EXERCIES

1. Approaches for learning thorough research.
2. General definition of the mentoring and coaching.
3. List the various question ask in the job interview.
1. Write a note explaining the learning through research.
2. State the significance of the Mentoring in selfmanagement learning.
3. Write note on the Seminars and Conference
4. How use of internet for self-management learning?
5. Write important of social network in self-management
learning?
6. Write not on the Bulletin boards and news group.
Effective Learning
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UNIT 4 EFFECTIVE LEARNING

Structure
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
NOTES
Introduction
Unit Objectives
Meaning
Planning
Summery
Key Terms
4.0 INTRODUCTION
This chapter presentsnon-systematically and define the same
principles of learning which characterize the approach such
learner. Many of those principles apply to learning in general,
but clearly some are commonly important in science,
mathematics, and technology education. For convenience,
learning is presented here in separate sections, even though they
are nearly interrelated.
4.1 UNIT OBJECTIVES
There are following points which discuss in this unit.
Learning Is Not Necessarily an Outcome of Teaching
What students learn is influenced by their Ideas
Progression in learning is usually forming the concrete to
the Academic
Requires Students Feedback of Effective Learning
4.2 MEANING
In our normal life we use the term Learning every day in various
situations. But within the field of educational psychology, the
term education is really a specific term. Many persons use
unlike words to define learning within educational psychology,
here we discuss about a step-by-step process in which an
experience taken by own risk stable, lasting changes in
knowledge, behaviours, attitude, discipline or ways of dealing
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out the world. Let's go during a few examples of various types of

learning you might listen to about in the field of educational
psychology.
Effective Learning
NOTES
In educational psychology, we explain observational

learning as learning not by our personal experiences, but by
watching someone also execute and noting the result of that
behaviour. Speaking of very young children around us is good
example that how to speak well. We can learn how to do simple
motions by judge all of the young children around us walk.
Sometimes, observational learning gives the good example of
effective learning.
4.3 SKILLS OF PERSONAL ASSESSMENT
There are several points which classified the skills of personal
assessment and why the skills of personal assessment are
required.
1. General description of self-explanation: - Although many of
the content-specific prompts do generate explanations, the rather
planned nature of these prompts would require teachers to
construct sets of specific prompts and we have to work on this
general technique rather than making document so that students
could be taught to use on their own.
Even within the set of studies selected for review here,
appreciable variability remains in the self-explanation prompts
that have been used.
2. Effects of self-explanation: - There are two points which
comes in effects of self-explanation.
a. Learning conditions: Several studies have manipulated
other feature of learning situation in addition to selfexplanation. Self explanation will improve the
performance to no self-explanation, but the effects were
not as pronounced as with concurrent self-explanation.
b. Student characteristics: Self-explanation effects have
been shown with both younger and older learners. After
taking test of student as per there syllabus and also there
practical knowledge. Now we can make a graph of
different types of student at base of their knowledge.
3. Overall assessment: We rate self-explanation as having
moderate utility. A main strong point of this method is that its
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effects have been shown across different content materials within

task domains as well as across several different task domains.
Self-explanation effects have also been shown across an
impressive age range, although further work is needed to explore
the extent to which these effects depend on learners knowledge
or ability level. Self-explanation effects have also been shown
across an impressive range of learning outcomes, including
various measures of memory, comprehension, and transfer. In
contrast, further research is needed to establish the durability of
these affects across
Effective Learning
educationally relevant delays and to establish the efficacy of self- NOTES
explanation in representative educational contexts. Although
most research has shown effects of self-explanation with minimal
training, some results have suggested that effects may be
enhanced if students are taught how to effectively implement the
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self-explanation strategy. One final concern has to do with the

nontrivial time demands associated with self-explanation, at least
at the dosages examined in most of the research that has shown
effects of this strategy.
CHECK YOUR PROGRESS
1. What do you mean by self-explanation and
write down the advantage of self-explanation?
2. What is self-assessment explain in brief?
4.4 PLANNING
When planning effective learning and evaluation activities,
teachers should consider whether the teaching, learning and
evaluation approaches are suitable to the syllabus outcomes being
addressed.
What should teachers consider when planning for effective
learning and evaluation?
Classroom and assessment activities should be clearly

related to the syllabus outcomes.
Students should be provided with opportunities to
demonstrate what they know and can do.
A variety of assessment approaches may be used so that
students have the opportunity to show what they know and can
do in different ways.
A single activity can often provide information about
more than one syllabus outcome; for example, an analysis
activity may show a student's knowledge, problem solving and
evaluation skills.
The syllabus outcomes are used as key reference points for
decisions about students' progress and achievement.
Effective Learning
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NOTES
Syllabus outcomes:
indicate the knowledge, understanding and skills
expected to be acquired by most students by the end of a stage as
a result of effective teaching and learning
are derived from the syllabus objectives present a
sequence of learning for each stage and take into account prior
and subsequent learning of students.
Syllabus outcomes are used by teachers to:
plan and develop learning and assessment opportunities
monitor student progress
assess and measure student achievement against intended
learning at each stage
report student progress and achievement during, and at
the end of, a stage.
Some points to consider when planning learning and
assessment opportunities:
1. Will the activity provide useful information about what
students have learned?
2. Is it easy to administer and relatively simple to prepare

and use?
3. Is it easy to analyze evidence and provide meaningful
feedback?
4. What steps can be built in to provide a level of
achievement and challenge appropriate for all students?
5. How will information be collected and recorded?
How will results be communicated to students and
others?
6. How can students, parents and other teachers be helped
to make the best use of the results?
CHECK YOUR PROGRESS
3. Explain the different types of planning for
Effective learning?
4. Give your own Ideas for study class room?
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Effective Learning
4.5 Organization and evaluation
How to best evaluate the contact of our work is a permanent
problem for both foundations and their grantees. After judging,
visiting and experimenting with a number of situation, target and
goals to assessment over the years, I have come to the result that
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NOTES
its most essential part is to help set up a culture of reflective

exercise and organizational learning so that we can always seek
to improve our efficiency.
There are several points which explain the evaluation of
effective learning.
1. Make a schedule for teaching.
2. Define syllabus
3. Revision of all Topic
4. Unit Test
5. Exam
1. Make a schedule for Teaching: For making an effective
learning. Teacher should make a better schedule for all
subjects on which teacher going to teach the learner.
Keeping this in mind that schedule should not be affect
the learner as physically, mentally, and physiologically.
2. Define Syllabus: After making schedule for evaluation
we have focused on syllabus which we are going to teach
the learner. Syllabus should be according to the IQ level
or intellectual level of learner. It should be keep in mind
that syllabus has completed in given time period.
3. Revision of all Topic: Revision of all topic should be
going on after completion of unit or if required. Due to
this process learner will get a good position.
4. Unit Test: For making effective learner unit test make a
essential role because with help of unit test we can check
and maintain a level which we want gain. And also divide
the student at their achievement. Unit has to be taken by
completion of each unit.
5. Exam: The term exam is final procedure of better
evaluation. An examination has to done by various stages.
a. Written test: In written test keep in mind
that
examination paper should be as per
syllabus and make a paper set and in this
paper set we have to put there different
types of question like objective, Fill in
blank, Match the pair, short and long type
question.
b. Oral Test: In oral test we have ask
different type of question with related to
their syllabus.
Effective Learning
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NOTES
CHECK YOUR PROGRESS
5. Explain the process of evaluation for effective
learning?
6. How can you maintain batter level of effective
learning explain in brief?
4.6 SUMMERY
The collage or school which provides the effective

learning they have to make better environment for
learner.
Collage or school are always away from noise or keep in
mind that makes it peace full area.
Class room environment should be ready for teaching to
learner to provide effective learning.
Teacher should be prepared their topic which going to
teach the learner.
Teacher has to maintain discipline in class room and
make it joyful so that learner takes interest to learn.
Effective learner has to be make their better effort for
learning because if they can give their effort than they
can achieve their goals.
Effective learner has to gain individual knowledge from
social network news paper as well as their surrounding
area.
4.7 KEY TERMS
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Educational psychology: It is branch of psychology

which deals with scientific study of human learning.
Observational learning: Observation learning is gain by
taking knowledge from their surround area by observing
the activity and behaviour young age children.
Effective learner: Effective learner is those who come in
the criteria of effective learner. Effective learner achieves
their goals.
Classroom assessment: It is the process to collecting the
data which represent the knowledge of student and what
they able to do.
Effective Learning
NOTES
4.8 QUESTIONS AND EXERCISES
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1.
2.
3.
4.
5.
What do you mean by effective learning?

What is the approach of learner to learning?
What is educational psychology?
What do you mean by learner out come?
|What is different between learners approach and learner
out come?
1. What is effective learning and also explain the process of
effective learning?
2. What is evaluation of effective learning explain it?
3. What do you mean by teacher out come and also explain
the learner characteristics for effective learning?
4. Make a flow chart of effective learning assessment?
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Lifelong Learning
UNIT 5 LIFELONG LEARNING

Structure
NOTES
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5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
5.13
Introduction
Unit Objectives
Meaning
Self-directed learning
Continuing professional development
Linking higher education with industry
further education
Recognition of prior learning
Apprenticeships
Credit accumulation and transfer schemes
Summery
Key Terms
5.0 INTRODUCTION
Lifelong learning is a dynamic process that varies depending on
individual skills and motivation for self-regulated, generative
learning and on life events that impose challenges that
sometimes demand incremental/adaptive change and other times
require frame-breaking change and transformational learning.
The chapter previews the major sections of this handbook, which
cover theoretical perspectives, research on learning throughout
life, methods to promote learning, goals for learning (i.e., what is
learned), the importance of cultural and international
perspectives, and emerging issues and learning challenges.
Learning is all about change, and change drives learning. The
two are inevitable and go hand in glove. Change imposes gaps
between what is and what is going to be, or between what was
and what is now. Change creates opportunities and imposes
demands. In the workforce and other areas of life, change raises
questions about readiness to take advantage of opportunities or
to face demands for different ways of behaving and interacting
and more demanding goals to achieve. Learning can bring about
change by creating new capabilities and opening the door to new
and unexpected opportunities. As such, learning is risky. It
upsets the status quo, raising ambiguities and uncertainties. It
also has the potential to empower a person to influence the
future, providing choices that would not be available otherwise.
Lifelong Learning
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NOTES
5.1 UNIT OBJECTIVES
The strategy for lifelong learning includes the following

objectives:
A coherent education system from pre-school to higher
education must provide the opportunity for everyone to acquire
excellent basic skills, a qualifying education and a solid
foundation for lifelong learning. There must be equal
opportunities and room for all.
The education programmers must be world class. The education
system is to foster talent and be more accommodating to weak
learners. Quality is given pride of place, and education must
match the needs of the labor market and the society.
There must be relevant, high quality adult education and
continuing training for everyone in the labor market which
matches the needs and puts particular emphasis on the need for
lifelong skills upgrading for those with the lowest level of
education. There is a shared responsibility to ensure that
everyone in the labor market is engaged in lifelong learning.
5.2 MEANING
WHAT IS LIFELONG LEARNING?
Lifelong learning may be broadly defined as learning that is

pursued throughout life: learning that is flexible, diverse and
available at different times and in different places. Lifelong
learning crosses sectors, promoting learning beyond traditional
schooling and throughout adult life (ie post-compulsory
education). This definition is based on Delors (1996) four
pillars of education for the future.
Lifelong learning can instill creativity, initiative and
responsiveness in people thereby enabling them to show
adaptability in post-industrial society through
The emphasis is on learning to learn and the ability to keep
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learning for a lifetime.

The European Commission (2001: 9) found that lifelong learning
has Four broad and mutually supporting objectives: personal
fulfilment,
active
citizenship,
social
inclusion
and
employability/adaptability. In this regard, lifelong learning has
life wide dimensions that transcend narrow economic
The European Lifelong Learning Initiative defines lifelong
Lifelong Learning
a continuously supportive process which stimulates and NOTES
empowers individuals to acquire all the knowledge, values, skills
and understanding they will require throughout their lifetimes
and to apply them with confidence, creativity and enjoyment, in
all roles circumstances, and environments. (Watson 2003: 3)
Concept of lifelong learning involve some important elements
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which are given below:

1. Education for employability and national
economic growth
2. Lifelong education and personal growth
3. Lifelong learning pre-requisite for participation in
a socially inclusive and just democracy
4. A pragmatic approach to conceptualising lifelong
learning
5.3 SELF DIRECTED LEARNING

What is self directed-learning?
Self-directed learning is not a new concept. In fact, much has
been written about it. Unfortunately, however, it is a notion that
has a variety of interpretations and applications in the corporate
training arena. Typical, narrow interpretations involve simply
giving learners some sort of choice in their learning. For
example, allowing learners to select one or more courses from a
curriculum, or, in cases of structured on-the-job training,
allowing employees to choose what pre-designed modules (e.g., a
video tape, workbook, special reading, etc.) to complete. In terms
of e-learning, the fact that learners can determine which modules
or scenarios to review is also frequently touted as self-directed
learning.The fact that the learner has a choice and makes a
decision to select this or that module does not constitute true selfdirected learning.
This interpretation is too limited. Self-directed learning is much
more. Using the analogy of taking a trip, the narrow
interpretation of SDL is equivalent to selecting where to go, i.e.,
the destination. The essence of the notion of self-directed
learning advocated here, however, is broader, more fundamental.
It is about the learner deciding not just where to take a trip but
how they will go (both the means of transportation as well as
route), when they will leave, how they will get there and how
long they will stay
Essentially, the notion of SDL advocated here reflects Malcolm
Knowles definition of SDL:
Lifelong Learning
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NOTES
In its broadest meaning, self-directed learning describes a
process by which individuals take the initiative, with our without
the assistance of others, in diagnosing their learning needs,
formulating learning goals, identify human and material
resources for learning, choosing and implement appropriate
learning strategies, and evaluating learning outcomes.
(Knowles, 1975, p. 18)
Of primary concern in this definition of SDL is the fact the
learner takes 1) the initiative to pursue a learning experience, and
2) the responsibility for completing their learning. Once the
initiative is taken, the learner assumes complete responsibility
and accountability for defining the learning experience and
following it through to its conclusion. This does not preclude
input from others, but the final decision is the learners. Selfdirection does not mean the learner learns alone or in isolation.
While, that may be the case in any given learning situation, the
critical factor here, again, is the fact the learner is driving the
total learning experience, beginning with recognizing a need to
learn.
Self-Directed Learning: A Four-Step
Process
Self-directed learning can be challenging, even for the brightest
and most motivated students. As a means of better understanding
the processes involved in this mode of study, this tip sheet
outlines key components of four key stages to independent
learning being ready to learn, setting learning goals, engaging
in the learning process, and evaluating learning and offers
some tips for both faculty members and students.
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Being ready to learn

Various skills and attitudes towards learning are required for
successful independent study (See the Centre for Teaching
Excellence (CTE) teaching tip on "Readiness to Learn" for more
details). This step requires time for analysing a students current
situation, study habits, family situation, and support network
Lifelong Learning
both at school and at home and as they continue in the program, NOTES
progress in degree program and past units taken that will prove
useful. Signs of readiness for self-directed learning include
being: autonomous, organised, self-disciplined, able to
communicate effectively, and able to accept constructive
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feedback and engage in self-evaluation and self-reflection.

Setting learning goals
Unit Planning Decision Guide"). Learning contracts are highly
recommended tools for successful self-directed learning
experiences (see example on CTEs "Learning Contracts"
teaching tip). Learning contracts generally include:
Goals for the unit of study

Structure and sequence of activities
A timeline for completion of activities
Details about resource materials for each goal
Details about grading procedures
A section for advising faculty member feedback and
evaluation as each goal is completed
A plan for regular meetings with the advising faculty

member and other unit policies, such as work turned in late
Once created, contracts should be assessed by the advising
faculty member. What could go wrong? Is there too much or too
little work? Is the timeline and evaluation reasonable?
Communication of learning goals between a student and the
advising faculty member is critical (See the CTE teaching tip on
"
Engaging in the learning process
Students need to understand themselves as learners in order to
understand their needs as self-directed learning students (See the
CTE teaching tip on "Understanding Your Learning Style").
Students should also consider answering the following questions:
What are my needs re: instructional methods?
Who was my favorite teacher? Why?
What did they do that was different from other teachers?

Students should reflect on these questions throughout their
program and substitute teacher with advising faculty member
Students also need to understand their approach to studying:
Lifelong Learning
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NOTES
Deep approach involves transforming to understand

ideas for yourself ; be able to apply knowledge to new situations
and use novel examples to explain a concept; learn more than is
required for unit completion most ideal for self-directed
learning.
Surface approach involves reproducing to cope with

unit requirements; learn only what is required to complete unit in
good standing; tend to regurgitate examples and explanations
used in readings.
Strategic approach involves organizing to achieve the

highest possible grades; learn what is required to pass exams;
memorize facts as given in lecture; spend much time practicing
from past exams; most concerned with whether material will
appear on exam.
Earlier academic work may have encouraged a surface or
strategic approach to studying. These approaches will not be
sufficient (or even appropriate) for successful independent study.
Independent study requires a deep approach to studying, in
which students must understand ideas and be able to apply
knowledge to new situations. Students need to generate their
own connections and be their own motivators
Evaluating learning
Students must be able to engage in self-reflection and

self-evaluation of learning goals and progress in a unit of study.
Students should regularly consult with the advising

faculty member.
Students should be able to engage in self-validation of
achievements, but should have the motivation to seek feedback
on progress and ideas from the advising faculty member or other
available resources.
Responsibilities in the four-step process
Successful independent study requires certain

responsibilities or roles of both students and advising faculty
members. The following is a brief list of the more important
roles. It is useful for both students and advising faculty members
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to periodically review this list and communicate as to whether

each feels the other is fulfilling their share of the responsibility.
Students roles
Lifelong Learning
Do self-assessment of readiness to learn
Define learning goals and develop learning contract
Do self-assessment and monitoring of learning process
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NOTES
Take initiative for all stages of learning process need to

motivate selves
Re-evaluate and alter goals as required during unit of

study
Consult with advising faculty member as required
Advising faculty members roles
Build a co-operative learning environment
Help to motivate and direct the students learning

experience
Facilitate students initiatives for learning
Be available for consultations as appropriate during

learning process
Serve as an advisor rather than formal instructor

CHECK YOUR PROGRESS
1. What is self directed learning
2. What is key process for self directed learning
5.4 CONTINUING PROFESSIONAL DEVELOPMENT
CPD stands for Continuing Professional Development. It refers

to the process of tracking and documenting the skills, knowledge
and experience that you gain both formally and informally as you
work, beyond any initial training. It's a record of what you
experience, learn and then apply. The term is generally used to
mean a physical folder or portfolio documenting your
development as a professional. Some organisations use it to
mean a training or development plan, which I would argue is
not strictly accurate. This article is about CPD as a process of
recording and reflecting on learning and development.
The CPD process helps you manage your own development on
an ongoing basis. It's function is to help you record, review and
reflect on what you learn. It's not a tick-box document recording
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Lifelong Learning
NOTES
the training you have completed. It's broader than that.
Training and development- what's the difference?
These terms are often used interchangeably, though there is a
distinction. As a rule of thumb, training is formal and linear. It's
to do with learning how to do something specific, relating to skill
and competence. Training can be as simple as using a PC
application and as complex as learning how to be a pilot.
Development is often informal and has a wider application,
giving you the tools to do a range of things and relating to
capability and competency. It involves progression from basic
know-how to more advanced, mature or complex understanding.
Alternatively it can be about widening your range of transferable
skills like leadership, managing projects or organising
information
The key features of the CPD process
To justify the name, a CPD needs to:
be a documented process
be self-directed: driven by you, not your employer
focus on learning from experience, reflective learning
and review
help you set development goals and objectives
include both formal and informal learning.
What will it do for you?
A CPD may be a requirement of membership of a professional
body. It can help you to reflect, review and document your
learning and to develop and update your professional knowledge
and skills. It is also very useful to:
provides an overview of your professional development

to date
reminds you of your achievements and how far you've

progressed
directs your career and helps you keep your eye on your
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goals
uncovers gaps in your skills and capabilities

Opens up further development needs
provides examples and scenarios for a CV or interview
demonstrates your professional standing to clients and
employers
helps you with your career development or a possible career.
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CHECK YOUR PROGRESS

3. What id CPD process
4. Explain concept of CPD process
5.5 LINKING HIGHER EDUCATION WITH INDUSTRY
Engagement with industry to link education to employability
For India to become economically, politically, and socially
developed, education is critical. As a result the government must
assume the responsibility for providing and financing education,
especially basic education. Today, India already produces some of
the most talented and intelligent students and workers, but
questions related to quality, access, and equity still challenge
educational planners. In corroboration, a recent study titled
Effective Education for Employment (EEE) by organization stated
that there is a huge mismatch between what is being taught in
schools, colleges and universities and the knowledge, skills and
behaviour businesses and organisations are looking for, in new
recruits. Even students felt that their education lacked relevance to
the jobs they were hoping to apply for in the future which
reinforces the missing element "linking education to careers".
Recently, former HRD Minister, Mr. Kapil Sibal called for
significant reforms in the Indian education system in order to
address these deep-rooted issues that are hampering the
modernization of the sector. However, taking on such a
responsibility is immensely compound, making it important for the
government to explore diverse ways of financing and providing
educational services. The Indian education system has a multitude
of governing bodies - employer associations, chambers of
commerce and other business organizations all of which work
somewhat in silos. In fact in most developed and developing
countries it is the Chambers of Commerce that leads from the front
and represents employers and businesses.
The complexity of this challenge calls for a bold and timely
response-a solution that can allow us to leapfrog costly stages in
the development and expansion of our education systems, while
still enabling institutions to incorporate 21st century skills into a
demanding curricula. At this stage we would do well to encourage
public-private partnerships, attract foreign direct investment
(FDI), provide independent accreditation rating systems and
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NOTES
Lifelong Learning
NOTES
grant autonomy in governance, amongst many other initiatives.
Moreover, if such a system could be guided by a comprehensive
roadmap of curricular and assessment reform, new teacher
recruitment and training strategies, leadership development, and
the integration of collaborative technologies, we will be able to
address some of the challenges we face.
The end goal here is the systemic improvement of the quality,
inequity and accessibility of education to everyone. Following
such an approach enables us to address the existing skills gap
that is been echoed from various quarters, particularly from the
industry which has long been reeling under a talent crunch. And
from past experiences in India and in other countries, the way to
go forward is clearly to build strong public private partnerships.
The main rationale for developing public private partnerships
(PPP's) in education is to maximize the potential for expanding
equitable access to schooling and to improving education
outcomes, especially for marginalized groups. Following a PPP
model especially when it comes to higher education can bring
multiple benefits. To begin with, the challenges that institutes
face have a direct impact on corporations and the future of their
business. Sustainability for the private sector depends on the
innovation and expertise of their employees. Hence their priority
will always be the recruitment and retention of top talent.
Finally, we know that although today's global, Internet-based
economy provides numerous opportunities not available before,
there is still a critical need for universal access to quality
education and visionary leadership. And PPP's, when
implemented correctly, can increase efficiency and choice as
well as expand access to education services, particularly for
households that tend to be poorly served by traditional delivery
methods. PPP's also allow governments to take advantage of the
specialized skills offered by certain private organizations and to
overcome operating restrictions such as inflexible salary scales
and work rules that may prevail in the public sector
Unfortunately quality in India is viewed when private institutions
are able to surpass the standards set by Government institutions
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and are able to garner students based on this fact. But, while
many corporations invest heavily in ongoing education and skills
training of employees, they still depend on the solid foundation
Lifelong Learning
Taught during primary, secondary, and tertiary education.
IT majors such as Infosys, Wipro, Cisco, Autodesk have been
leading the way in building sustained programs to impart the
desired skills at a college level. For example, Dr. Reddy's
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Foundation's Livelihood Advancement Business School (LABS)

works towards assimilating its students into the competitive job
market, it also helps them acquire the required livelihood and
social skills in an environment of learning and mentoring that is
responsive to the student's emotional and developmental needs.
Such success stories now need to be scaled-up in association with
other corporates to make a sizeable impact on the system. For a
country betting on its demographic dividend, these kinds of
partnerships help build scale. On the other hand, government also
plays a role in defining and monitoring the role corporates play in
the education system. The proposed new National Council for
Higher Education (NCHE) which would take over the academic,
accreditation and financial functions of the regulators is one such
example. In essence, because corporations are consumers of the
talent developed by the education system, engaging in strategic
initiatives for education reform in partnership with the public
sector becomes mutually beneficial.
Education has been the passport to opportunity and prosperity - It
has enabled individuals, whether in developing or developed
countries, to become academics, entrepreneurs, and business and
government leaders. And by working together, both private and
public sector can help to achieve this goal.
CKECK YOUR PROGRESS

5. How we can analysis the gap between education
and industry
6. What are the primary parameter we should take
to minimized the gap
5.6 FURTHER EDUCATION
A crucial part of a lifelong learning framework is further education

(FE), the least understood and appreciated part of our education
system.
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Lifelong Learning
NOTES
Colleges have increased their apprenticeship offer faster than all
other types of provider. Many have offered high quality services
to young people and adults with special educational needs, to
those whose first language is not English and to the 1 in 5 adults
whose levels of literacy and numeracy hold them back. In the
last 3 years over 1 million adults have improved their literacy
and numeracy skills and gained qualifications through the FE
sector
Never funded equitably, FE has borne the brunt of recent cuts
with far more predicted. Forced to chase any source of available
funding to survive, it has become so diverse that it is hard for the
general public to understand its purpose and value. Policy
makers and politicians rarely have any experience of FE but that
does not stop their endless meddling. Despite these challenges,
FE benefits millions of young people and adults. It could do
better still if policymakers and politicians stopped repeating
some classic errors and nourished its potential for making us a
better educated society, rooted in a shared sense of social
justice. Compass believes that FE needs a fresh start if we are
going to get on top of the twin problems that dog our system: the
poor standing of vocational education and the inadequate skills
of much of the working age population. So,
We endorse the 157 Group in calling for stable structures,

equal treatment (in funding and accountability), freedom
to innovate and durable funding (a stable financial
settlement within which to plan). All educational
pathways and stages should be treated equally to bring
about the parity of esteem so often talked about in
regard to vocational and academic education.
Young people
The FE sector educates more 16 and 19 year olds than schools as
well as, increasingly, the 14+ youngsters who schools are more
than happy to hive off. Many of these young people get a poor
deal from education- a significant and currently growing
minority (referred to as NEETS- not in education or training) has
abandoned education and training altogether. The grand vision of
Butler in 1944 of a tripartite system, the third leg of which
would concentrate upon producing the most highly skilled
technologists the world can show was never realised as
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grammar schools became (and remained) the aspiration and

technical schools never catered for more than 2% of the
population. The education system continues to reflect the elitism
and priorities of the social system in its structures and its
qualifications.
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We broadly support the proposals from the Husbands inquiry set

up by the Labour party to look at the future of FE, especially the
notion of a unified National Baccalaureate with general and
technical strands.
This will benefit the 60% (according to 2012 figures) who do not
opt for A levels and university entry.
We support a package of measures designed to improve young
peoples employment prospects and to make it easier to navigate a
bafflingly complex education and benefits system:
At local level employment training plans must be set up for

all young people with mechanisms to track the progress of
NEETs and the unemployed. Excellent careers advice and
guidance must be closely allied to local employment
opportunities. These services must target those most at
risk and publish annual reviews of their performance.
A new maintenance allowance should be introduced for

16-24 year olds taking them out of benefit regulations so
they can take part in workplace learning, community
service and relevant study.
The Future Jobs Fund should be restored, enabling private,

public and not for profit sectors to participate.
Community and voluntary organisations should be given a

lead role in commissioning support for young people with
targeted integrated case management for those most at risk
who so often fall through the cracks.
To increase our knowledge of what works we need to

establish an anonymised database of cost effective
interventions (as NICE do for the healthcare sector), with
analysis and dissemination of best practice.
Whilst these measures focus largely (and urgently) on
young unemployed people, similar measures must be taken
for unemployed adults
Adult and community learning (ACL)
Adult and community education has struggled to survive in the
new, skills-focused world with the ACL fund frozen at a meagre
210m for more than a decade. Organisations such as the
Workers Educational Association (WEA), National Institute for
Adult Continuing Education (NIACE), the more recently formed
U3A and Unionlearn are amongst those trying to uphold the proud
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history of working class education dating back to Victorian times.

Whilst supporting what these are doing, Compass wants to see the
renewal of an invigorated citizens learning movement, one that
builds on the possibilities of social networks and digital learning
to contribute to a stronger democracy and The Good Society.
Lifelong Learning
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NOTES
Citizens learning
We support the creation of Citizens Learning Networks through
which people can develop critical thinking skills together and
apply them to the many problems that beset them and, equally
important, enjoy the sheer pleasure of seriously useless
learning. Such networks (virtual and face to face) are likely to
be autonomous and largely independently funded new forms of
mutual or cooperative organization drawing on public
contributions in cash and/or kind from local authorities and other
local bodies. A key characteristic of the Networks would be a
relentless engagement with the big issues defined by ordinary
people and through dialogue to identify principles, causes and
solutions. This is what we mean by a citizens curriculum. Their
success would be judged by the extent to which they
demonstrated the relevance of learning in enabling people to
bring about collective action for social change. The Citizens
Learning Networks, whilst echoing earlier radical traditions such
as the work of Paolo Freire in Brazil, must carve out a new
methodology and develop a new following for learning with a
social purpose
Numerous examples from around the UK and the world can
inspire: Brazils Lighthouses; Mens Sheds in Australia; Italys
150 Hours project that secured 150 hours a year of publically
supported education for workers; Learning Cities around the
World (200 in China); Australias Learning Exchanges;
Leicesters Learning for the 4th Age to name but a few. A
modicum of funding could facilitate the development and
coordination needed to establish and maintain these independent
forms of lifelong learning. Citizens Learning Networks could
complement recent proposals by NIACE for a Citizens
Curriculum a life skills/citizens curriculum approach involves
developing learners language, literacy and numeracy skills in an
interlinked way, alongside and within other life skills, which
include health, civic, digital and financial capabilities.
Meanwhile ACL has provided a range of services that make a
huge difference to peoples lives and must be maintained and
strengthened. There is growing evidence about the beneficial
impact of literacy, numeracy and problem solving and adult
learning in general. The problem is that funding in England for
adult literacy, numeracy and ESOL (ALNE) has shrunk and
access to free provision has been curtailed all from a relatively
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low base. Also essential to the social justice agenda is family
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Lifelong Learning
learning but that has suffered a similar fate. The 'long tail of underachievement' which bedevils our society starts at birth and must be
tackled in the early years. Research has shown that educational
interventions that involve the whole family can make a huge
difference not only to the aspirations and attainment of children
but to the skills, confidence and ambition of their parents or
careers. Family learning aims to support each family member to
become lifelong learners. So what should be done?
Several measures would enable more people to enjoy the benefits
of adult learning including:
Re-establish a wider entitlement to adult learning

regardless of age, employment or benefits status with a
statutory entitlement to some programmers such as ESOL
Support flexible, self-organized models of learning such as

those described as Citizens Learning Networks. Integrate
digital literacys into provision
Fully integrate ALNE into workplace and community

contexts with fully trained professionals and volunteer
support
Invest strongly in family learning programmers, continuing

to research best practices
Improve guidance to enable individuals to orientate and help them

invest through an approach built around reciprocity and mutual
support rather than commercial loans.
CHECK YOUR PROGRESS
7. What is Adult and community learning
8. What is Citizens learning
5.7 RECOGNITION OF PRIOR LEARNING
India is often thought of as a country with millions of unskilled

people. Each year, huge numbers of people leave school without
any formal qualifications and have to make their living as best
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they can in the enormous informal economy. Delivering skills to

this enormous group is one of Indias top policy priorities and a
goal that we a Manipal City & Guilds aim to help the country
meet.
But are these millions really unskilled? In many cases, no. They
may lack qualifications and they may stand to benefit greatly from
training, but rarely are they starting from a zero base in terms of
skills.
Lifelong Learning
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NOTES
The idea that learning takes place in all manner of ways, and
that it often does not come with a certificate of achievement at
the end of it, is nothing new. Nor is the idea that such informal
learning deserves equal recognition to learning that has taken
place in formal contexts. In many countries, there has been
serious investment in the last 10-15 years in developing
frameworks and tools for the Recognition of Prior Learning, or
RPL, partly as a way to improve access to training for people
who may not have previously considered themselves qualified
even to begin further learning.
In order to be successful, RPL requires a framework of
outcomes-based qualifications against which prior learning can
be mapped, in order to produce a form of recognition that can be
interpreted by training providers and employers as well as the
learner herself. India is in the process of developing such a
framework, so a full-scale approach to RPL is not yet possible.
But the country has a great opportunity to build in RPL to its
framework from the very beginning, and so develop a tool that
could potentially widen access to training for millions of people.
CHECK YOUR PROGRESS

9. How to identify the need of skills
5.8 APPRENTICESHIPS
Having a strong apprentice training programme is vital to the

future of the majority of businesses in the UK. The importance
of finding talented young individuals and developing their skills
so they can take your business forward in the future cant be
underestimated.
We set up our apprentice training programme in May 2010.
Although wed employed apprentices for a number of years, our
business has several different subsidiary organisations which
operated in completely different ways, so there had never been
any consistency to how we did this. Our retention of apprentices
after theyd completed their training was also poor and needed to
improve. Having a co-ordinated approach meant we could make
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the whole apprenticeship experience better for the people going

through the programme.
So far, its proved to be very successful. Weve gone from
bringing in as few as two apprentices per year to recruiting an
average of 12 each year since 2010. Last year, we made 85,000
available to managers who wanted to recruit an apprentice to
their team, and were continuing to invest heavily in the
programme to ensure it keeps delivering the excellent results
weve seen so far.
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If youre going to set up an apprentice training programme, its

absolutely essential you carry out thorough research beforehand.
Before we began recruiting, we talked to our own colleagues and
they told us theyd like to see us bringing more apprentices into
our business. Many of our most experienced colleagues also
expressed a desire to pass on the skills and expertise theyd gained
over their long careers to younger members of staff who were just
starting out in theirs.
This is another reason why apprenticeships are so important.
Before our programme was introduced, wed recognised our
workforce was ageing and several members of our team would be
retiring at the same time, leaving us with a serious skills gap in
several key areas. This is a challenge lots of businesses face
losing their most experienced members of staff and not having the
expertise in-house to cover their departure.
So, not only has our apprentice programme helped us to ensure
essential knowledge and skills are passed on to our next
generation of staff, its also allowed colleagues to improve their
own management and mentoring by teaching our apprentices vital
skills theyll be able to use for the rest of their careers.
One of our main priorities at Aster is to give something back to the
communities we work in. We want to reflect the communities we
serve and mirror the workforce we recruit from. And thats also
one of the main reasons we set up our apprentice programme.
Research had told us young people living in the regions we
operate in needed support making the transition from full-time
education to the workplace, and assistance in improving their
long-term employment prospects.
Through the programme, weve been able to address some of
those issues. Our business operates in a number of different areas,
from housing management to home-building, property
maintenance and care and support, so there are lots of potential
career opportunities and chances to progress. We also offer pay
increases based on timed served with us and qualifications
obtained. And, for our longer-serving apprentices, we give them
the opportunity to represent Aster at careers workshops, talk to
students about the benefits of apprenticeships, and even help
mentor the next apprentices to join our programme.
Increasing the number of apprentices in our organisation has
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definitely had a positive impact on the way we work, and given

lots of young people the chance to take their first steps in what we
hope will be long and successful careers
Lifelong Learning
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NOTES
CHECK YOUR PROGRESS

10. Write short note on apprenticeship
11. Give importance of apprenticeship
5.9 CREDIT ACCUMULATION AND TRANSFER

SCHEMES
The Credit Accumulation and Transfer Scheme (the Scheme)

applies to all taught programmes in the University and all
collaborative provision.
In
this
Framework
the
following
terms
are
used:
Credit: A quantified means of expressing equivalence of

learning. Credit is awarded to a learner in recognition of the
verified achievement of designated learning outcomes at a
specifiedlevel.
Credit Level: An indicator of the relative demand, complexity
and depth of learning and of learner autonomy. The level
identifies the relative demands of learning that will be required
of a learner undertaking a module of learning. The University
has developed generic Credit Level Descriptors which describe
the characteristics of learning demand which the learner will
encounter at each credit level. In August 2008 the QAA
published a revised Framework for Higher Education
Qualifications in England, Wales and Northern Ireland (FHEQ).
The levels used articulate with the National Qualifications
Framework and map to the corresponding cycle of the
Framework for Qualifications of the European Higher Education
Area.
The Credit Accumulation and Transfer Programme (CATS) gives
you the opportunity to select different subject areas to develop an
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individual but coherent programme that suits your own needs.

The purpose of the programme is to offer the flexibility for
getting onto and studying higher education programmes and
gaining higher education qualifications.
The flexibility of CATS is also valued by students who take up a
period of study at the University of Hertfordshire as part of an
organised Exchange Programme.
The University's Flexible Credit Framework (FCF) uses the
Lifelong Learning
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CATS programme to register students entering the framework to

gain an award.
The Credit Accumulation and Transfer (CATS) Programme can

help you:
Gain a higher education qualification
Claim credit for prior studies
Improve your career prospects by updating your skills
Develop new skills and build on existing ones
Prepare for return to work or change direction
Widen your knowledge and broaden your interests

The unique structure of the CATS programme means that it is
appropriate for people with a wide range of needs, from those
wishing to study for an Honours degree, Masters or other
Postgraduate award to those who wish to study for interest only.
Notional Learning Time: The number of hours that it is expected a
learner (at a particular level) will spend, on average, to achieve the
specified learning outcomes. The amount of student effort
equivalent to 1 ECTS is between 20 hours and 25 hours.
Previously the University used the UK Credit Accumulation and
Transfer Scheme where the notional learning time ratio used is 1
CAT credit being equivalent to 10 hours of student effort.
Programmed of Study: The named award for which a student is
registered. A student's programmed of study may be taken by fulltime or, where permitted, by part-time study and may incorporate
credit points for appropriate prior learning (see below) and for the
successful completion of employment-based training. A
programmed of study may be composed of modules of any size
but the University Senate agreed in 2010 that for 3-year
undergraduate degree programmers the normal module size will be
7.5 ECTS and multiples thereof. With the approval of the Faculty
Programmed Board, undergraduate modules to the value of a
maximum of 75 ECTS credit points may be studied in any period
of 12 months and accumulated towards an award.
Recognition of Prior Learning: The University has devolved
arrangements for the management and assessment of prior
learning within the policy set out in the Quality Handbook.
Faculties may allow RPL up to a maximum of one third of a
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programme; for example, 20 ECTS credits at level 6 or 30 ECTS

credits at level 7 subject to there being rigorous systems in place
that require candidates to provide evidence of how previous study
matches the explicit criteria of expected learning outcomes.
Lifelong Learning
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NOTES
Compensation is permitted at all levels of undergraduate

programmers and also at masters level.
Minimum credit values for each level of qualification are

set out in the table below.
At each level, compensation may be allowed up to a

maximum 15 ECTS credit points; students may be
permitted to proceed provided that performance in the
remaining minimum credit points compensates.
Compensation is not permitted in core modules.
The detailed rules for allowing compensation are given in

University and programmed progression regulations.
Re-use of Credit: Credit may be kept and used to satisfy the

credit requirements of any award for which the credit learning is
deemed relevant. Mechanisms must be in place to record
declarations by students that the credit presented has not been
used for a previous claim. In cases where a University of
Southampton award is made (for instance, those who have been
awarded a PG Certificate and left, but now wish to proceed to a
Diploma) the original award will be rescinded. Credit may
contribute towards a higher award (more credits at the same
and/or higher level) but not normally towards another award of
equivalent or lower level.
Back Tracking and Forward Tracking: Back tracking and
forward tracking by one level are allowed up to 15 ECTS credit
points, provided the minimum credit requirements at each level
are satisfied at the time of the award.
CHECK YOUR PROGRESS

12. What is Credit Accumulation and Transfer Scheme
13. Explain concept of CATS
14. How this CATS program will help in lifelong learning
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Lifelong Learning
5.10 SUMMARY
Lifelong Learning exists to bring the knowledge, research, and

facilities of Indiana University Bloomington to adults in the
greater BloomingtonMonroe County community and beyond. We
program high-quality educational experiences that provide
personal enrichment opportunities for adult learners utilizing the
expertise of IUB faculty and advanced graduate students. Our non
credit Lifelong Learning programs serve as an outreach arm of IU
Bloomingtons broader mission to provide lifelong education and
contribute to a vibrant and healthy community
Change is all around us. Some say the rate of change is increasing,
but whether that is true or not, this is definitely a fact in our
business lives. Products change, customers change, process and
policies change. We are put on a new team, we are entering new
markets, and we have set new goals. In all parts of our daily
professional lives change surrounds us.
In order for us to cope with that change, we need to be willing and
able to change. And learning is a key component in developing
that ability. So when I talk about continuous learning or life long
learning, I'm not suggesting everyone needs to take a course at
their local college, or go back to school for a new degree.
Continuous learning is an attitude and a set of behaviours that
allow us to succeed in our ever-changing environment, and is the
best lever we have to turn who we are today into who we want to
be tomorrow. Change requires learning and conversely, there is no
learning without change.
5.11 KEY TERMS
Lifelong Learning: is the "ongoing, voluntary, and selfmotivated" pursuit of knowledge for either personal or
professional reasons.
Self-directed learning: the individual takes the initiative and the
responsibility for what occurs. Individuals select, manage, and
assess their own learning activities
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Apprentices: person who is learning a trade from a skilled

employer, having agreed to work for a fixed period at low wages
Lifelong Learning
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NOTES
Professional development: Professional development is

learning to earn or maintain professional credentials such as
academic degrees to formal coursework, conferences and
informal learning opportunities situated in practice
Credit accumulation and transfer schemes: The CATS system
helps you to move the credits you accumulate from one
institution to another.
Prior learning: prior learning assessment (PLA), or prior
learning assessment and recognition (PLAR), describes a process
used by regulatory bodies, adult learning centres, career
development practitioners, military organizations, human
resource professionals, employers, training institution
5.12 QUESTIONS AND EXERCISE
1. Explain the concept of lifelong learning
2. What is main objective of lifelong learning
3. Write a short note on lifelong learning
4. Why there is need for doing professional development
5. Explain importance of linkage higher education with the
industries
1. Give the importance of further education
2. What is prior lerning
3. What is Apprenticeships
4. Give the importance of Apprenticeships
5. What is The Credit Accumulation and Transfer Scheme
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Assessment of Learning
UNIT 6 ASSESSMENT OF LEARNING

Structure
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
NOTES
Introduction
Unit Objectives
Meaning
Planning
Summery
Key Terms
6.0 INTRODUCTION
Assessment of learning is the process of collecting, interpreting,
recording and using information about responses from others.
The assessment of learning will most effective for Setting our goals.
Know and understand the standards about the
expectations of the work.
Receive feedback from others for improving our personal
and professional development.
6.1 UNIT OBJECTIVES

principle of assessment of learning.
Meaning of assessment of learning

How to improve ability range with personal learning.
Evidence of improved levels of skill.
How the feedback from others help us.
Learning from the achievements and disappointments.
6.2 MEANING
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Assessment of learning refers to strategies designed to conform

what we know, demonstrate whether or not they met prospectus
outcomes or the goals.
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NOTES
6.2 IMPROVED ABILITY RANGE WITH PERSONAL
LEARNING
This section provides the overview of how to improve the ability
range with personal learning.
We have always some assumptions about our ability. Either it
will over-estimated or under-estimated, depends on our
personality and self-esteem.
The true and fairly know someones ability is key for success.
We also improve our ability range with continuously study and
positive feedback from others.
Johari window
The Johari window was introduced by American psychologists,
Joseph luft(1916-2014) and Harrington Ingham (1916-1995) in
1955. It is used to help us to better understand the relationship
with our self as well as with others.
The Johari window is a simple and very useful tool for
improving self-awareness, and mutual understanding between a
group. It will relevant today also, due to the influence of soft
skill, behaviour, cooperation, inter-group development and
interpersonal development.
It will also suggest us the area for improvement in our ability and
how to expand its rage .
Johari window four regions -
1. Open/ free area
2. Blind area
3. Hidden area
4. Unknown area
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This is the typical model of Johari window, showing same sizes NOTES
quadrant. Each regions represent 1. Open/ free area - The person knows about him/herself is also
known by others.
2. Blind area - The person unknown something but other will
know.
3. Hidden area - The person know about him/herself, but others
do not know.
4. Unknown area - The person unknown about him/herself is also
unknown from others.
This is the most important factor to improve the range of ability.
Examples of the unknown factors are as follows
The under-estimated ability due to lack of

encouragements, opportunity, confidence or training.
A person does not realise they keep the natural ability.
A fear of failure avoids to do some task.
An unknown illness
Subconscious feelings the persons have.
Conditional behaviour or attitudes from childhood.
Any person, if overcome the above factors, improved its ability
range and achieve magnificent success.
CHECK YOUR PROGRESS
1. Explain the term open/free area in Johari window.
2. Explain the term blind area in Johari window.
3. Explain how the Johari window help someone to
improve the ability range.
6.4 EVIDENCE OF IMPROVED LEVELS OF SKILL

Many of the personal and professional skills we will develop
during our time are highly valuable and relevant to a wide range.
It is important that you are able to identify your skills and
competencies to remain competitive in a rapidly changing global
environment.
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NOTES
There are few rules for undertaking an audit; however, it may

find that it was useful to undertake a careful audit of the skill
development at particular milestone.
A key component may be concerned with relates to

evidence that are improving the skills and abilities. Critical selfanalysis questions could reflect upon include:
What to do to do well?
How to know that to do these things well?
What is the evidence that I would put forward if
challenged about the ability to do these things well?
What evidence does have that the skills are improving?
Evidence at this level is not always easy to identify. You may

find that you are asking yourself questions such as
Am I actually better at this than when I started out?

Would other people agree that I am improving?
In order to establish an evidence base, it is worth keeping a

record the development opportunities that you have engaged
with. It is also worth reflecting on the reasons for the outcome
was successfully achieved.
There is no prescribed method for getting the out of a personal
development plan. However, experience has shown us that
engaging with the plan and actively taking part in managing your
own personal development has been fruitful for many people.
CHECK YOUR PROGRESS

4. Why evidence of skill improving is necessary?
5. Explain the critical selfanalysis.
6.5 FEEDBACK FROM OTHERS
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Feedback from others is most powerful tool for self-assessment

of learning.
Feedback is a way to know how effective they are trying to NOTES
learning. It provides a way to people to learn how they affect the
world around them. Feedback from others can help us to identify
the area for improvements. It will also inform us about how other
people observe us, and with help of this feedback information to
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improve our personal impression, communication and interaction

skills.
Receiving fair and valid feedback in constructive manner can be
very helpful. Generally critical feedback is difficult to receive. A
non-defensive and open attitude is hard to keep, as the
implication is that we are inconsistent or wrong in the way we are
doing something. However, a defensive reaction to feedback may
reflect a feeling that it may be partially accurate or simply
misunderstood and require further explanation; otherwise we
should simply dismiss it.
The essential quality for receiving feedback Listen the messages carefully for fundamental the
feedback.
Try not to react by becoming defensive or launching a
counter- attack.
Avoid impertinence or attempt to change the subject.
Do not caricature the criticism by over-reacting.
Do not conclude that the critic has some hidden,
unsympathetic motive.
Assure to the other person that you understand the point
of the criticism, and specify an inclination to work
together towards a solution or improvement.
Accept approval kindly - dont deny it.
Ask for any further clarification if you need to.
Ask for help in considering the substitutions if you need
to.
Always remember that the feedback giver is only trying
to help you!
There are two types of receiving the feedback -Negative and
Positive.
Negative ways to receiving feedback Self-protective - Defends the personal actions, repeatedly
objects to feedback given.
Aggressive: Verbally attacks the feedback giver, and
aggressive act as turns the table.
Denies: Disproves the accuracy or impartiality of the
feedback.
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NOTES
Disrespectful: Diminishes the speaker about what the

speaker is saying, or the speaker's right to give feedback.
Closed:
Overlooks
the
feedback,
listening
expressionlessly without interest.
Inactive listening: No attempt to hear or understand the
meaning of thefeedback.
Justifying: Finds explanations for the feedback that
soften any personal responsibility.
Demeaning: Listens, but shows very little interest.
Superficial: Listens and agrees about the feedback, but
gives the expression that the feedback will have little
effect.
Positive ways to receiving feedback Open: Listens without frequent disruption or complaints.
Responsive: Keen to hear whats being said without
aggressiveness.
Accepting: Accepts the feedback positively without
rejection.
Respectful: Identifies the value of the feedback and right
to say it.
Engaged: Interrelatescorrectly with the speaker, asking
for more clarification when needed.
Active listening: Listens carefully and try to understand
the meaning of the feedback.
Thoughtful: Tries to understand the personal behavior
that has directed to the feedback.
Interested: Is genuinely interested in getting feedback.
Sincere: Keen genuinely wants to make personal changes if
suitable
CHECK YOUR PROGRESS
6. Explain why feedback from others is important.
7. Explain the way of receiving negative feedback.
8. Explain the way of receiving positive feedback.
6.6 LEARNING FROM ACHIEVEMENTS AND
DISAPPOINTMENTS
We are also learning from our achievements and
disappointments. The world is filled with obstacles and critics.
When we try and fail, we feel sad. This will disappoint us.
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The achievements are depend upon the goal and situations. It NOTES
cant reflect the clear picture and idea.
Achievement also
teaches us to recognise the area of improvements.
The more ego-involved we are, the more bitter the loss.
Generally speaking, if you dont try, you cant be defeated or feel
defeated. You havent played the game. Also, any life challenge
or test has to be reasonable before we feel like a failure.
Disappointment means falling short of achieving ones goals or
wishes. This is clarified by William Jamess formula :
Happiness = Accomplishments / Expectations
If you get about what you expected, Means, the accomplishments
equal expectations, you will be happy.
As per the above formula, unhappiness may results in following
two ways - (1) falling to reach reasonable goals
(accomplishments) or (2) setting unreasonable, impossible goals
(expectations).
Some people are different opinion from Jamess formula. Garcia
contends that happiness should not be lifes main goal.
He claims that seeking knowledge or helping others are more
important goals and more realistically satisfying in the long run
than happiness.
The facts that some unhappy people have given the world great
accomplishments- Mahatma Gandhi, Lincoln, Mark Twain, and
many others.
After a disappointing performance, it is important to ask
yourself- What were the causes and what can I do about each of
those causes?
A wise person will guard against assuming unchangeable factors
the sole causes of his/ her problem and learn instead to
concentrate on the factors (causes) he/she able to change.
Here is some ways how to learn from disappointments 1. Describe success in your own terms
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Failure is a personal term. If you have very stiff ideas about the
means of success, you will frequently feel disappointed. If theres
one thing thats sure in life, its that nothing is permanents, so
dont lose your sense of self-respect to something that may or
may not happen
NOTES
2. Find the something importance in failure

We have disappointed by the failure, but there is always a
learning message for us for improvements. Bouncing back from
disappointments and continuing to move forward on the path that
makes you happy.
3. Think and act on what you are learned.
If we keen to learn, anything can be useful to us. Act something
different with the knowledge we gain. Lot of us are trapped up
and doing same things over and over again and expecting
different results.
4. Focus on the progress, not the results
The specific goal are not achieved just because we cant still do
what we had like to do. Its not over just because you didnt
create specific outcome. If we do the work we likes, we will
certainly new possibilities that will fulfil us.
The main benefit of the process-oriented approach is that its
easier to be mindful when you focus on the action steps. The
each step gives you the joy and accomplishments.
5. Accept that it isnt always personal
We have always found some room for improvements, but
sometimes we need to accept that results arent always mutual to
efforts. Sometimes there are things beyond our control and we
have nothing to do with that. This may be the reason that people
try again and again for same results. Accept that some things are
just harder to do than others.
CKECK YOUR PROGRESS
9. Explain how to gain from disappointments
10. Explain how to learn from the achievement
6.7 Summary
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The assessment of learning are important tool for personal and

professional development. It will teach us the
Importance of assessment of learning

How to improve ability range with personal learning.
How evidence of improved levels of skill help us.

How the feedback from others help us.
NOTES
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Learning from the achievements and disappointments.

Short-answer questions
1. Explain how the assessment of learning help for
personal and professional developments.
2. Write short notes about feedback from others.
Long-answer questions
1. Explain briefly the Johari Window.
2. Explain briefly the positive and negative feedback
receiving.
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Self Appraisals
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UNIT 7 SELF APPRAISALS

Structure
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
NOTES
Introduction
Unit Objectives
Skills Audit
Personal and Interpersonal skills
Leadership Skills
Summery
Key Terms
7.0 INTRODUCTION
In this unit you will understand the importance of doing skills
audit, The role of personal and interpersonal skills in day to day
personal life and in working environment, You will also know
about leadership skills and the quality needed to become about
successful leader
7.1 UNIT OBJECTIVES

After going through this unit you will be learning about concepts
like skills audit, its importance for individuals and company and
benefits of doing skills audit; Personal and Interpersonal skills
with various relevant examples and Leadership Skills and
qualities that make a person a leader
7.2 SKILLS AUDIT

A skills audit is basically a process for measuring and recording
the skills of an individual or group The main reason for
conducting a skills audit in a company is to identify
the skills and knowledge that the organization requires, as well
as the skills and knowledge that the company or institution
currently has.
After a skills audit is done HR manager and immediate manager
of the project can sit together and make a training program
module to fill the above gap. The formation of training module
for individual employees is possible on after the skills audit is
done.
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One of the most important information a company desires to

know is what skills and knowledge its manpower have.
Self Appraisals
NOTES
Below are the reasons on why it is important to know the skills
audit of individuals.
a. It determines whether the company has manpower to
meet its goals.
b. It shows the company a path to improvement, without
this a company does not know how to improve.
c. Training and development will be specific and focused as
per individual needs.
Recruiting needs are definite and more likely to result in the
joining of the most suitable applicant.
Skills audit is the course of action that can be used to identify the
skill gaps in a company. The outcome is training needs study that
identifies where training is required.
Benefits of Skills Audit
a. An Interpretation of the skills required and gaps the
company currently has.
b. A targeted analysis of growth needs.
c. A listing of all the individuals who need development.
d. Data that can be used for purposes such as internal
selection.
e. Dynamic planning can be done using this data
CHECK YOUR PROGRESS
1. What do you mean by skills audit?
2. Why it is important to have skills audit?
3. What are the benefits of doing skills audit?
7.3 PERSONAL AND INTERPERSONAL SKILLS
Personal skills are is all about how an individual manage and
express themselves. They are revealed in those attitudes and
behaviors people bring to their work, study and daily activities.
Personal management skills include:
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a. Positive attitude and behavior (e.g. Take initiative by

your own to complete your part of job properly)
b. Understanding ones responsibility (e.g. setting ones goals
and priorities; fulfills obligations; be reliable)
c. Adapting to situations (e.g. Be multitasking to take
various projects; being innovative and resourceful; being
open and responsive to change)
d. An interest in lifelong learning
People with well established Personal skills are easier to work
with and contribute towards a productive and efficient
environment. Consider the following:
Self appraisal
Examples of personal skills:
NOTES
a. Learning Skills: Seeks and willingly takes opportunities
to learn. Shows interest in personal learning and
development. Looks for feedback to improve
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understanding.
b. Be Adaptable: Adapts easily to new challenges and shows
openness to new ways of doing things. Effective at
changing plans or actions to deal with changing situations
c. Setting the Goals: Shows the ability to make a decision
about what is wanted, and determine when it is to be
achieved. Stays committed to the goal, and deals with
setbacks realistically
d. Taking initiative: Demonstrates ability to take the
initiative in a situation. Shows involvement to find
different opportunities to make decisions
e. Working Independently: Able to carry out tasks efficiently
with minimum help or support, or without direct
supervision
f. Staying Motivated: Shows the drive to do well and excel
at different assignments. Shows confidence in abilities
and expects to succeed at all assignment undertaken.
g. Be dependable: Is responsible, reliable and dependable in
fulfilling job assigned. Carefully checks work to ensure
all details have been considered
h. Professionalism: Remains composed and self-controlled
under demanding situations. Works to deliver the best
interests of the company at all times, and maintains
proper dress code.
Interpersonal skills are the skills needed by a person to
properly interact with others. In corporate domain, it means
employee's ability to get along with others while getting the
job done. Interpersonal skills contain everything from
communication and listening skills to attitude. Fine
interpersonal skills are a precondition for many positions in
an organization.
Interpersonal skills are the life skills we use in our day to day
life to communicate and interact with each other, both
individually and while we are a part of a group. It is found
that People who are more successful in both their
professional and personal lives have worked on developing
strong interpersonal skills. Employers often look for hiring
staff with 'good interpersonal skills' - they need individuals
who will work in cohesion when placed in a team and will be
able to communicate properly with colleagues and customers.
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NOTES
A List of Interpersonal Skills Includes:

a. Verbal Communication How to say what we want to
say
b. Non-Verbal Communication Use of body language to
communicate the message effectively
c. Listening Skills - How we understand and derive
conclusions of the verbal and non-verbal messages sent
by the sender.
d. Negotiation - Working with others to find mutually
agreeable conclusions.
e. Problem Solving Working in a team to identify, define
and find solutions for problems.
f. Decision Making Exploring and analyzing options to
make sound decisions.
g. Assertiveness Communicating our ideas, beliefs,
values, requirements, opinions and wants with open
mind.
4.
5.
6.
7.
CHECK YOUR PROGRESS

Explain the term personal skill?
Explain the term interpersonal skill?
Describe different types of personal skills?
Describe various types of interpersonal skills?
7.4 LEADERSHIP SKILLS

The ability to lead effectively depends on different types of key
skills. These skills are extremely sought after by employers as
they involve dealing with various people in such a way as to
enthuse, motivate and build respect.
Leadership roles are all around us, not just in a work
environment but even in building or any association where we
are a part of.
They can be applied to different circumstances where you need
to take the lead, socially, professionally and at home in family
settings. Ideally, leaders become leaders because they have
credibility, and because people want to follow them.
Two questions that comes in every bodies mind is:
a. What does a leader mean? and
b. Is the leader and a manager a same thing?
Few of the qualities that a leader should have are mentioned
below:
Honesty
a. The ethical level you might be right now, when you are
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accountable for a team of employees.
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b. Your business and its employees are a mirror image of
yourself, and if you make honest and ethical behaviour a
stepping ladder, your team will follow you.
NOTES
Delegate
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a. You need to learn to trust your team with the vision that you
hold, you might never progress to the next stage if you dont.
b. Its significant to remember that trusting your team with your
idea is a sign of strength and should not be taken as a
weakness
c. Delegating tasks to the suitable departments is one of the
most vital skills you can develop as your business grows.
d. The emails and tasks will begin to pile up, and the more you
stretch yourself thin, the lower the quality of your work will
become, and the less you will produce.
e. The key to delegation is identifying the strengths of your
team, and capitalizing on them.
f. Find out what each individual in the team enjoys doing most.
If they find that assignment more enjoyable, they will likely
put more thought and effort behind it.
g. Keep yourself free to focus on the higher level tasks, that should
not be delegated as you are the right guy to handle it.
h.
i. Communication
a. Knowing what you want achieve may seem clear in your
head, but if you find it difficult to express to others or to your
team members then you need to improve on your
communication skills.
b. Being able to properly and concisely describe what you want
done is extremely critical. You need to relate your vision to
your team, so that you all be working towards the same goal.
Your team will learn to trust and depend on you, and will be less
hesitant to work harder. Make it a point to crack jokes with your team
and encourage personal discussions of weekend plans and trips. Its these
short breaks from the task at hand that help keep productivity levels high
and morale even higher.
d. Confidence
a. There may be days where the future of your brand is
worrisome and things arent going according to plan.
b. This is true with any business, large or small, and the most
important thing is not to panic.
c. Part of your job as a leader is to put out fires and maintain the
team morale. Keep up your confidence level, and assure
everyone that setbacks are natural and the important thing is
to focus on the larger goal.
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NOTES
d. As the leader, by staying calm and confident, you will help

keep the team feeling the same. Remember, your team will
take cues from you, so if you exude a level of calm damage
control, your team will pick up on that feeling. The key
objective is to keep everyone working and moving ahead
Source: http://www.forbes.com/forbes/welcome/
Commitment
a. If you expect your team to work hard and produce quality
content, youre going to need to lead by example. There is no
greater motivation than seeing the boss down in the trenches
working alongside everyone else, showing that hard work is
being done on every level.
b. By proving your commitment to the brand and your role, you
will not only earn the respect of your team, but will also
instill that same hardworking energy among your staff. Its
important to show your commitment not only to the work at
hand, but also to your promises.
c. If you pledged to host a holiday party, or uphold summer
Fridays, keep your word. You want to create a reputation for
not just working hard, but also be known as a fair leader.
Once you have gained the respect of your team, they are
more likely to deliver the peak amount of quality work
possible.
Positive Attitude
a. You want to keep your team motivated towards the continued
success of the company, and keep the energy levels up.
Whether that means providing snacks, coffee, relationship
advice, or even just an occasional beer in the office,
remember that everyone on your team is a person.
b. Keep the office mood a fine balance between productivity
and playfulness.
c. If your team is feeling happy and upbeat, chances are they
wont mind staying that extra hour to finish a report, or
devoting their best work to the brand.
Creativity
a. Some decisions will not always be so clear-cut. You may be
forced at times to deviate from your set course and make an
on the fly decision. This is where your creativity will prove
to be vital.
b. It is during these critical situations that your team will look
to you for guidance and you may be forced to make a quick
decision.
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c. As a leader, its important to learn to think outside the box

and to choose which of two bad choices is the best option.
Dont immediately choose the first or easiest possibility;
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d. sometimes its best to give these issues some thought, and
NOTES
even turn to your team for guidance.
e. By utilizing all possible options before making a rash
decision, you can typically reach the end conclusion you were
aiming for.
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Intuition
a. When leading a team through uncharted waters, there is no
roadmap on what to do. Everything is uncertain, and the
higher the risk, the higher the pressure.
b. That is where your natural intuition has to kick in. Guiding
your team through the process of your day-to-day tasks can
be honed down to a science.
c. But when something unexpected occurs, or you are thrown
into a new scenario, your team will look to you for guidance.
d. Drawing on past experience is a good reflex, as is reaching
out to your mentors for support.
e. Eventually though, the tough decisions will be up to you to
decide and you will need to depend on your gut instinct for
answers. Learning to trust yourself is as important as your
team learning to trust you.
Inspire
a. Creating a business often involves a bit of forecasting.
Especially in the beginning stages of a startup, inspiring your
team to see the vision of the successes to come is vital. Make
your team feel invested in the accomplishments of the
company.
b. Whether everyone owns a piece of equity, or you operate on a
bonus system, generating enthusiasm for the hard work you
are all putting in is so important. Being able to inspire your
team is great for focusing on the future goals, but it is also
important for the current issues.
c. When you are all mired deep in work, morale is low, and
energy levels are fading, recognize that everyone needs a
break now and then. Acknowledge the work that everyone
has dedicated and commend the team on each of their efforts.
d. It is your job to keep spirits up, and that begins with an
appreciation for the hard work.
Approach
a. All human beings are different. A basic concept, but
something that is often overlooked.
b. You have cultural perspectives, language barriers, different
educational backgrounds, personality traits and varying value
systems with which individuals come pre-conditioned
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NOTES
c. that greatly affect how information is processed and

interpreted.
d. Some people work well under pressure, others dont. Some
respond best to tough love, others take it personally and shut
down.
e. In order to optimize your effectiveness as a leader, you must
have the ability to customize your approach on a person by
person basis, based on the situation at hand.
f. Your capacity to execute this concept will play a huge role in
your ability to get the best work out of your team and other
partners along he journey
CHECK YOUR PROGRESS
8. What are leadership skills?
9. Describe various qualities that makes one a leader
10. How creativity helps nurturing leaders?
7.4 KEY TERMS
Skills Audit: A process to measure individuals skill set

Personal Skills: It is a skill that helps one to manage their own
work properly
Interpersonal Skills: It is a skill that helps one to properly
interact with each other
Delegate: To distribute responsibility and work load in the team
members by complete trust on them.
7.5 SUMMARY
Skills Audit: A skills audit is basically a process for measuring

and recording the skills of an individual or group. The main
reason for conducting a skills audit in a company is to identify
the skills and knowledge that the organization requires, as well
as the skills and knowledge that the company or institution
currently has.
Personal skills are those concerned with how people manage
and express themselves. They are revealed in those attitudes and
behaviors people bring to their work, study and daily activities.
Leadership: It is the ability to lead and direct a group of people
to achieve a desired target.
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nterpersonal skills are the skills used by a person to properly

interact with others. In the business domain, the term generally
refers to an employee's ability to get along with others while
getting the job done.
NOTES
7.6 QUESTION AND EXERCISE

Short Answer Questions
1. Write a short note on Skills Audit.
2. Write a short note on personal skills, Give examples of
different personal skills that are useful.
3. Write a short note on interpersonal skills, Give example
of different interpersonal skills that are useful.
4. Write a short note on Leadership skills
Long Answer Questions
1. Explain skills audit and how you can perform skills audit for a
company?
2. Explain the term personal skills and how it will help you to
grow in your professional life?
3. Explain the term interpersonal skills and how it will help you
to grow in your professional life?
4. Explain the term leadership skills and various qualities that
you will like to inculcate in yourself to become a leader?
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Portfolio Building
UNIT 8 PORTFOLIO BUILDING

Structure
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
NOTES
Introduction
Unit Objectives
Meaning
Developing personal portfolio
Maintaining personal portfolio
Summery
Key Terms
8.0 INTRODUCTION
In this Unit, you will Study about the Meaning of portfolio
building, The unit will also discuss the Developing personal
portfolio, you will Learn about maintaining personal portfolio.
8.1 UNIT OBJECTIVES

Understand the Meaning of portfolio building
Study about the Developing personal portfolio
Understand the Maintaining personal portfolio
8.2 MEANING
The term portfolio refers to any collection of financial benefit

such as stocks, bonds and cash, as well as their mutual, exchange
trade and closed-fund counter parts. Portfolio is directly held by
investors by financial professional.
If you purchase more than one security, you have an investment
portfolio.You build your portfolio by purchasing additional stock
, bonds, mutual funds, annuities, or extra investments.
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8.3 DEVELOPING PERSONAL PORTFOLIO
A. Gather Your Evidence

Collect the information and records that show your happiness,
involvements, and achievements.
Evidence comes in many forms. You can include proof of your
skills, your talent, your achievements, your awards, your
experience, as well as your knowledge and employability skills.
Be sure to include things you do both in school and away from
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NOTES
School.
Items for Your Portfolio
Items can include:
Report cards
Things you are proud of (newspaper trimmings,

certificates, awards, etc.)
Certificates of Participation (clubs, events, etc.)
Record of your neighbourhood involvement activities
Updated resume
B. Organize Your Portfolio

Arrange your confirmation into section that will help an
important person else see what you have talented.
Your confront is to organize the in order you have in your

portfolio into an understandable overview of your
accomplishments to date. Similar items and accomplishments
should be grouped so that the person who reads can discover the
information easily.
1. Educational Accomplishments
In this part, think on what you have talented in your study at
school.
Items to include:
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your latest report card showing your grades and your

learning skills
your up-to-date record (your academic record to date)
your Annual teaching Plan (AEP)
any academic awards you have received
any other proof unique to you and your education
2.School Activities
This section should hold evidence of your participation in school
performance. School performance might include clubs, sports
teams, bands, and other activities exact to your school.
Items to include:
newspaper articles
sports awards
a program from a school play
a letter from your coach
any other evidence unique to your participation in school

activities
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NOTES
3. Work
This section focuses on your work experiences. Be sure to
comprise both paying and non-paying labour experience.
Items to include:
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an updated resume
a list of references
Co-operative tutoring certificate
sample cover letter you have on paper
any letters of recommendation you have received

highlighting your work skill (include employer,
neighbours, friends, teachers, )
C. Assemble Your Portfolio

Format and compile your portfolio so it is easy for an important
person else to read and understand the information you have
gathered.
After you have selected and prepared your evidence, it is time to

format and compile your portfolio so it easy for an important
person else to read and appreciate the in order you have gathered.
Does my portfolio show a wide-range of my

accomplishments?
The strength of a portfolio is in the variety of what you show.

Examples you comprise should show many of your performance
rather than many examples of one success.
Are my most significant activities clearly evident?
Not everything you do will have equal value. The portfolio

should show the best examples of your talents and abilities. Make
sure that those things that you are most proud of are tinted in
your portfolio.
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Does my portfolio have a consistent format?
A portfolio is an prearranged collection of proof. Using a reliable

arrangement and page layout all through connects the diverse
travel permit so it shows a clearer picture of your activities. Any
graphics, arrows, or clip art should emphasize your portfolios
contents, quite than beautify it.
Do I have a wrap Page for my portfolio?
This page should include:
o your name
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NOTES
Do I have a Table of inside for my portfolio?
A Table of Contents provides the reader with a guide to the

sections and in order you have built-in in your portfolio. It is
ready last and helps you organize your materials in a logical
series that is easy to read and understand. Number your portfolio
pages or colour codes the sections will help you to put in order
your table of inside.
D. A Final Check
You have much to be proud of in your portfolio. Make sure that
it has efficient in order and that it shows your work in the most
excellent probable light.
As you learn and develop new skills, your private and job
Portfolio needs to be kept up-to-date You will frequently update
your portfolio by discarding outdated evidence and insert new
and better proof as it is accumulate.
CHECK YOUR PROGRESS
13. Which document required for your portfolio
14. Which points necessary for developing your portfolio
8.4 MAINTAINING PERSONAL PORTFOLIO
Invest in shares is a lasting promise. Though you dont need to
be sitting in front of your computer all day, once youve got a
well-constructed share portfolio in progress, you need to monitor
the share marketplace and stay an eye on whats occurrence with
your stock.
Keep a long-term perspective.
check your portfolio to see how your share are action.
Expenditure hours each day in front of your computer screen
looking at your portfolio could tempt you into trade for no sound
cause.
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You never go broke taking a profit.

If you believe that one of your share has raised so distant that a
fall is about to happen, take a profit. You dont have to sell all of
the investment. Take out your original asset and leave the entire
gain still ride on the share.
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Dont panic when the market falls.
Occasional falls in the prices of your shares are predictable;

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NOTES
their effects are usually short term. If youre a lasting investor

who is using the share marketplace to build wealth over
decades, temporary fluctuations on the share market are
irrelevant
Dont worry about capital losses.
A capital loss occur only when you sell your share. Until then,
the loss is only a computation on paper. If youre sure in your
shares, suspend on to them.
Dont let tax considerations determine your strategy.
The sole cause for invest in growth possessions is to get assets

growth. Dont hang on to gainful shares just to keep away from
paying capital gains tax. Focus on the agreeable fact that
youve made a assets gain, not on the tax. If you do sell and
take a capital loss, the comfort is that you can use it at tax time
to offset next to some of your capital gains.
You cant outsmart the market by timing trades in

and out of shares.
You wont get it right anywhere near often sufficient and the
deal costs consume into your income. Be an saver not a trader.
Remember that a diversified portfolio is a safer one.
When you buy dissimilar possessions, you reduce your in

general danger. Your goal in diversifying is to benefit from the
performance of different assets that are more often than not not
synchronised. If shares are performing badly, property or bonds
may be drama well. You should comprise at least one other
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asset class with shares to diversify your savings.
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NOTES
CHECK YOUR PROGRESS
15. How to manage your portfolio
16. Which points monitor to maintain portfolio
8.5 SUMMERY
If you buy more than one security, you have an savings p

ortfolio
gather the information and records that show your

happiness, involvements, and achievement
organize your proof into section that will help someone

else see what you have accomplished
arrangement and amass your portfolio so it is easy for

someone else to read and understand the information you
have gathered
You have much to be conceited of in your portfolio.

Check that it has updated in order and that it shows your
work in the best possible light
Invest in shares is a long-term commitment. though you

dont need to be sitting in front of your computer all day
Dont worry about possessions losses
Dont let tax considerations determine your plan
You cant outsmart the market by timing trades in and out
of shares
keep in mind that a diversify portfolio is a safer one
8.6 KEY TERMS
Meaning: - The term portfolio refers to any collection of

financial benefit such as stocks, bonds and cash, as well
as their mutual, exchange trade and closed-fund counter
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parts. Portfolio is directly held by investors by financial

professional.
Developing personal portfolio: - The purpose of your

Professional enlargement Career Portfolio is to convey a
summary of in order about your strengths, experiences
and professional development performance. The separate
grid which forms Section E is intended to help
arrangement your talks which relate to your own expert
development needs and thus assist preparation to meet
persons wants
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Maintaining personal portfolio: - Invest in shares is a
lasting promise. Though you dont need to be sitting in

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NOTES
front of your computer all day, once youve got a wellconstructed share portfolio in progress, you need to
monitor the share marketplace and stay an eye on whats
occurrence with your stock.
8.7 QUESTIONS AND EXERCISES
1. Define the portfolio building
2. Define the Developing personal portfolio
3. How to organized your portfolio
1. Write short note on Personal portfolio

2. How to maintain Personal portfolio
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Transcripts
UNIT 9 TRANSCRIPTS
Structure
9.1
9.2
9.3
9.4
9.5
9.6
9.7
9.8
NOTES
Introduction
Unit Objectives
Meaning
Maintaining Transcript including Curriculum Vitae
Presenting Transcript including Curriculum Vitae
Summary
Key Terms
Question & Exercise
9.0 INTRODUCTION
In this Unit, you will Study about the transcript, how to write
the transcript. This unit also describe maintaining and presenting
transcript with curriculum vitae.
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9.1 UNIT OBJECTIVES

Understand the Manuscript
Write the Manuscript
Maintaining and Presenting with curriculum vitae
9.2 MEANING
Transcript may refer to:
Transcript (education), a replica of a student's

enduring academic record
Transcript (law), a on paper documentation of spoken

language in court procedures
Transcript programming language, a computer

programming language
The Transcript, student-run newspaper in the Ohio

Wesleyan University
Primary transcript (Genetics), single-stranded

ribonucleic acid (RNA) synthesized by transcription
of DNA
Transcripts
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NOTES
9.3
MAINTAINING
CURRICULUM VITAE
TRANSCRIPT
INCLUDING
Document maintenance
Frequently reviewed and kept current
Engaged and available for suitable duration
Electronic document management systems are validated
Electronic documents are backed up
Document modification
Handwritten changes are signed and dated
Transformed text is not obscured (e.g., no correction

fluid)
Where proper, the cause for alteration must be noted
Controls exist to avoid the unintended use of outdated

documents
Electronic versions can only be changed by authorized

personnel
Admission to electronic versions should be controlled by

password or other means
A history (audit trail) must be maintained of modified

and removal to electronic versions
Following documents can be added to the original document as

an addition for clarification or copy data. Attachments should be
referenced at least once within the original document. Ideally,
every page of the attachment is clearly identified (i.e. labeled as
"Attachment X", "Page X of X", signed and dated by person
who attached it, etc.
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Transcripts
NOTES
CHECK YOUR PROGRESS

1. Write the necessary points for document modification.
2. How to maintain the document?
9.4 PRESENTING TRANSCRIPT

CURRICULUM VITAE
INCLUDING
Documentation creation
Simultaneous with the event they describe
Not handwritten (except for handwritten entry thereon)
When electronically created, the records must be checked

for accuracy
Error free
For some kind of data, it is suggested that records are in a format

that allows trend evaluation.
Document approval
Accepted, signed, and dated by suitable authorized

personnel
Handwritten entries
Sufficient room is provided for expected handwritten

entries\
Handwritten entries are in permanent ink
Errors (i.e. misspelling, unreadable entries, etc.) are

corrected and cause is documented
Significant entries must be separately checked (SPV, or

second person verified)
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No room for handwritten entries are left blank - if vacant,

they are crossed out or "N/A" (or similar text) entered
Ditto marks or persistence lines are not satisfactory
A stamp in lieu of a handwritten name is not adequate.

Transcripts
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NOTE
S
Good Document Practice
Exclusion against deleting pages - The removal

of a page would unclear the data that were
present, so this is not permissible.
Page numbering - the addition of page

numbers, particularly in "Page x of y" format,
permits a reviewer to make sure that there are
no missing pages.
Stamped signatures in Asia - the customs of

definite Asian countries, and the controls they
employ, are such that their use of a stamp in
lieu of handwritten signatures has been
acknowledged.
Date and time formats - dates may be written

in a various formats that can be puzzling if
read by personnel with a different cultural
background. In the perspective where different
cultures interact, a date such as "07-05-10" can
have several different meanings and therefore,
by GDocP standards above, violates the
requirement for being clear.
Transcription- A transcription of data, where

the original manuscript is not retained,
effectively obscures the original data and
would be banned. Transcription may be helpful
where the original is of low quality writing or
is physically spoiled, but it should be clearly
marked as a transcription and the original
retained nevertheless.
Scrap paper, Post-it notes - Intentionally

recording raw data on non-official records is a
set-up for transcription and is therefore
prohibited.
CHECK YOUR PROGRESS

1. How to create a document?
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Transcripts
NOTES
9.5 SUMMARY
Transcript (education), a replica of a student's enduring

academic record
Electronic document management systems are validated
When electronically created, the records must be checked
for accuracy
Accepted, signed, and dated by suitable authorized
personnel
Errors (i.e. misspelling, unreadable entries, etc.) are

corrected and cause is documented
A stamp in lieu of a handwritten name is not adequate
9.6 KEY TERMS
Document Maintenance: Maintain the document by

regularly review and manage accordingly.
Document Approval: Document/Transcript should be

approved by the authorized person.
Transcription: A written or printed version of

something; a transcript.

Short- Answer Question
Q.1 What do you mean by Transcript?
Long - Answer Question
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Q.1 What do you understand by Good document Practice?

Q.2 What are the Handwritten Entries?
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Learning from others
UNIT 10 LEARNING FROM OTHERS

Structure
10.1 Introduction
10.3 Formal learning and training
10.4 Observation and Monitoring
10.5 Supervision
10.6 Informal networks
10.7 Team members
10.8 Line managers
10.9 Other professionals
10.10 Summery
10.11 Key Terms
NOTES
10.0 INTRODUCTION
In this Unit, you will Study about the different types of learning
and training scenario. Learner can learn about characteristics of
training.
10.1 UNIT OBJECTIVES
10.2 FORMAL LEARNING AND TRAINING
Formal Learning: - learning naturally provided by a education
or training association, structured (in terms of objectives,
learning time or knowledge support) and leading to guarantee.
Official learning is on purpose from the learners point of view.
Formal learning should not be puzzled with formal learning
theory which, as the Stanford Encyclopaedia of beliefs reminds
us, is: the arithmetical embodiment of a normative epistemology.
It deals with the question of how an agent should use
observations about her surroundings to arrive at correct and
educational conclusions. Terminology. Cognitive science and
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related fields typically use the term "learning" for the procedure
of gaining information through observation hence the name
"learning theory". To most cognitive scientists, the term
"learning theory" suggests the experiential study of human and
animal learning stemming from the behaviourist paradigm in
Learning form others

NOTES
Psychology. The epithet "formal" distinguish the subject of this
entry from behaviourist learning theory. since many
development in, and request of, formal learning theory come
from computer discipline, the term "computational knowledge
theory" is also common. Philosophical terms for learningtheoretic epistemology include "logical dependability" (Kelly,
1996; Glymour, 1991) and "means-ends epistemology" (Schulte,
1999).
The characteristics of learning:As mention above, learning is the procedure of attractive in

order and retaining it with the goal of rising skills and ability in
order to attain goals - but it's more than that. Knowledge is what
we go from side to side when we want to be up to for nonspecific and unforeseen state of affairs and the two are not
equally exclusive. While you do learn to do a little specific, you
are also by accident equipped with the information and/or skills
to face future challenges. In essence, information is all about
equip a person to tackle not just today's issues, but prepare
him/her to creatively come up with ways to tackle tomorrow's
issue.
Formal Training: Giving your employees the training they need will help them to
be able to finger many situations when they arise.
The use of formal training is an recognized norm in many
educational settings. This practice creates a linear progression
for learning, with a clear start and finish to all lessons that result
in a desired outcome such as earning a diploma or other
certification. Formal training is often split into segments that
make it easier to finish all of the essential courses, as is seen in
many public schools from nursery through college. Formal
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training teaches practical skills that are necessary for

sympathetic initial ideas, concepts and tools linked with a job. It
generates a framework upon which real world experience are
given deeper meaning and particular context. These kinds of
lessons are easy to offer in a group setting or through digital
portals, making them appealing to business as a form of all the
same workforce education. Formal training also allows for rapid
updates to written material and constancy among all employees,
boosting customer experiences and making benchmarking
among employees member much simpler.

NOTES
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The characteristics of Training:Training on the other hand centre more on the expansion of new
skills or skill sets that will be used. Training is the process each
new worker goes through when joining a corporation to learn
how to carry out the day-to-day operations, know how their
subdivision works and how job-specific tools operate in order to
carry out their household tasks. In essence, through training, we
are not looking to reshape the behaviour of an individual rather
the point is to teach the member of staff or learner how things are
done so that they can then carry out a process on their own.
CHECK YOUR PROGRESS
1. What do you mean by formal learning?
2. Write a short note about characteristics of training.
10.3 OBSERVATION AND MONITORING

Observation conceives the ideas of closely observing the
activities during the delivery of tuition program. Under
this method, direct observation tales place on order to assess the
changed knowledge, skills and attitudes of the participants.
Throughout observation, the errors and mistake in actual work
situation are carefully observed and recorded. Finally, the
efficiency of training can be evaluated through the reaction of
trainees.
Step 1
Create a basic list of criteria in which you are involved. This
gives you a starting point of things to look for in your employee's
arrangement, counting attitude, timeliness, effort, constancy,
ethics and safety.
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Step 2
Observe your employee yourself, but do not let on that
you are monitoring his recital this could have an effect
on how he acts. Observe directly when you can, taking
note of the Criteria you outlined earlier and no matter
which else you find relevant. For example, while
observing your employee's security habits, you might
notice that his demeanour with clients needs
improvement.
Step 3
Review other reports of your employee's presentation.
For example, go over any customer emails regarding
your employee's behaviour -- if he regularly receives
compliments, for example, you can give him more
leeway when you in person witness an interaction with
a dissatisfied customer.
Step 4
Monitor the things that hinder employee presentation.
For example, if your employee regularly has problems
with his desk phone shorting out or the printer
malfunctioning, you can see firsthand how it affects
his performance and then address the issue.
Step 5
Evaluate your employee based on objective criteria,
such as suitability submits work, not subjective
criterion involving personality.
CHECK YOUR PROGRESS
1. What do you mean by observation and monitoring?

NOTES
10.4 SUPERVISION
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A person who performs supervision is a "supervisor", but does

not for all time have the formal title of supervisor. A person who
is attainment supervision is the "supervisee"
Nature of Supervision
Academia
In academia, supervision is aiding and guide of a postgraduate
research student, graduate student, or undergraduate student, in
their research project; offering both moral support and scientific
insight and guidance. The manager is often a senior scientist or
scholar, and in some countries called doctoral advisor.
Business
In business, supervision is supervision the work of staff. The

person performing supervision could lack a proper title or carry
the title supervisor or boss, where the latter has wider authority
Counselling
In clinical supervision, the psychologist or child psychiatrist has

talk session with another specialized in the field to debrief and
spiritually process the patient work.
Society
In society, supervision could be perform by the state or business
entities to check and control its citizens. Public Entities often
do management of dissimilar activities in the nation,
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such as ban managements
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NOTE
S
CHECK YOUR PROGRESS

4. Explain the difference between supervisors and
supervise.
5. Write a short note about Business factor according to
the nature of Supervision.
10.5 INFORMAL NETWORKS
Traditional conceptions of learning focus on the

formal learning that occurs in contexts such as school,
college and university education. These however form
only part of the learning experience for any individual.
Indeed, for adults, most learning will occur outside
formal contexts either informally or incidentally.
Informal learning is typically unplanned, or highly
embedded within other activities such as work. The
workplace is increasingly recognized as a key locus
for informal learning, particularly in knowledgeintensive domains where classroom training
approaches are unsuitable. In the workplace, an
individual develops trusted networks of current and
former colleagues that provide access to the
knowledge and expertise necessary to perform their
role. These networks may be internal to an
organization or can extend beyond organizational
boundaries, and can be activated when new learning
needs arise. However, to take advantage of the
learning opportunities afforded by networks,
individuals must be able to plan and structure their
own learning, and to know how to interact effectively
in order to learn. This article explores workplace
learning in informal networks. The article is structured
into four main sections. First, we consider the context
of informal learning in the workplace for knowledge
workers in knowledge-intensive environments. We
explore how the changing nature of the workplace
requires knowledge workers to be able to self-regulate
their learning. Second, we explore how people selfregulate their learning in practice. We outline people's
learning behaviours - activities we have observed in
individuals as they managed, monitored and optimized
their interaction with the people and resources within
their network. This analysis draws on our previous
research in knowledge intensive organizations in the
petrochemical and financial services industries. Third,
we consider how these behaviours are currently
supported by the tools that make up an individual's
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personal work and learning environment. Functions
Material that are missing from existing tools are highlighted
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and we explore how they might be provided Finally,
we conclude by considering the nature of knowledge
workers

Learning in an open, networked world.
NOTES
INFORMAL LEARNING IN THE WORKPLACE

Over the last two decades, the workplace has attracted increasing
attention from 'learning' researchers. This increased interest has
coincided with rapid changes in working life brought about by
the advent of communications technologies and the expansion of
the knowledge economy. Whereas work has conventionally been
viewed as a context where learning was applied, much recent
research has focused on workplaces as locations where learning
actually takes place. New knowledge is not written down and
recorded in organizational knowledge bases, but is instead
exchanged and created as work problems are solved by
interdisciplinary teams. Workplace learning is therefore
fundamentally social and is supported and occurs through
practices that are more open, recognizing the expertise held by
the individual and the personal networks they maintain. We are
now in a 'Networked Society' in which the connections between
people, content and tools (especially in the workplace) are almost
ubiquitous (in the Western world at least). Knowledge work is
now routinely conducted in technology rich environments. With
the advent of web2.0 tools and the social web, learning in these
informal networks is enacted through digital tools and in the
open, across organizational boundaries rather than within closed
silos. Personal networks do not follow organizational boundaries,
and include not just co-workers, but also ex-colleagues and,
contacts made through professional bodies. While research
exploring the nature of learning in workplaces has typically
focused on organizational issues, research which adopts an
individual, rather than organizational, perspective is also needed.
Learning in the workplace is fundamentally different from formal
learning. Identified two distinct metaphors for learning. The first,
acquisition, is characteristic of formal education and training,
where there is clear transmission of knowledge from instructor to
learner. The second, participation metaphor, is more typical of
workplaces describing the transmission of knowledge through
participation in stable communities of practice. However,
knowledge work is becoming increasingly cross-disciplinary,
involving experts with different skills working collaboratively to
solve novel problems. In such cases, a participation metaphor,
while appropriate for passing stable knowledge from expert to
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novice, is insufficient. This is the type of learning that occurs

alongside the processes of "deliberately creating and advancing
knowledge" that typifies knowledge work in modern society.

NOTES
LEARNING BEHAVIOURS IN THE WORKPLACE

Knowledge workers are often unaware of the extent to which
they are continually learning while working. We have explored
the learning practices of knowledge workers, in both technical
and non-technical roles, in the petrochemical industry. Through
this research, we identified four key learning behaviours that
knowledge workers use when learning in informal networks.
The four behaviours are:
Consuming knowledge and resources created by others.
Individuals may discover new knowledge passively, through the
knowledge sources (people and resources) they have
incorporated into their personal learning environment - or in a
more active way - through directed searching.
Creating new knowledge, by authoring and extending resources
to elaborate and record current practice. The new knowledge and
knowledge structures created represent a dynamic, faithful and
individually focused view of the knowledge and understanding
they possess about a given topic, and how different topics
interrelate. Structuring knowledge and making these knowledge
structures public adds a layer of value from which others can
benefit. This sense-making process is continual, and
collaborative, generating collective knowledge that evolves and
changes over time.
Connecting with people and resources (information sources) in
a learner's personal learning network. This includes linking with
peers who share interests or goals to develop ideas, share
experience, provide peer-support, or work collaboratively to
achieve shared goals. Connections can be loose and
serendipitous, or can be directed, as perhaps when an individual
seeks out another individual with specific expertise. Connections
may be reciprocal or unidirectional, and may be made between
colleagues within an organization, and beyond it.
Contributing new knowledge back to the network. This can
occur both formally (as reports, publications, and other
standalone anti facts) and informally (as reflections, ideas,
ratings and other context-dependent content). Creating new
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knowledge and contributing knowledge resources back to the

network are open processes, encouraging discovery and
consumption by others in the network.

CHECK YOUR PROGRESS
6. What are informal Networks?
7. Informal learning is planned or unplanned! Explain.
8. How the article is structured into different sections?
NOTES
10.6 TEAM MEMBERS

Team Learning
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Team learning focuses on the abilities of a group working

together. It involves the interaction of people learning from each
other as well as from the task at hand. The learning takes place
through the transfer of skills by observing others in action,
collective problem-solving and experimentation, questioning
assumptions and reviewing outcomes as a group.
Team Learning helps to:
Share prior skills, knowledge and experience enhancing the
learning experience for the team.
Force participants to present, promote and negotiate their views
leading to better retention.
Develop open, effective communications within the
organization as individuals learn the value of sharing info with
colleagues.
Create co-operative working practices and build better links
within organizations.
Reveal new insight about colleagues
Build trust and create a supportive environment allowing
participants the confidence to explore beyond their perceived
limitations.
Generate competition between teams, which motivates
individuals to work harder and learn more.
Allow team members direct the learning within the group
making the training more enjoyable, relevant and effective.
Making the most of Team Learning:
Mix normal work teams up. Establish cross-departmental teams
or those made up or employees from all levels of the
organization. The more skills and experiences individuals can
bring to the group, the more effective the learning will be.
Make the environment as informal as possible. Using only first
names and changing out of normal workplace clothes can remove
work place hierarchy. This will give participants more confidence
in offering their own opinions. If practical, hold the activity away
from the workplace to a neutral location.
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NOTE
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Rotate leadership in the teams. This allows everyone

in the team a chance to have his or her say. Quieter,
less assertive member may feel over shadowed
otherwise.
Ask each team to make notes to capture the learning
generated through the activity. These can then be
shared with all the participants after the event.
Whatever the activity, be it bridge building or
orienteering, set specific tasks so the team has a goal
to work towards and their success can be measured.
This will help install a sense of achievement.
Keep the learning going? After a set time ask
participants to share how their working lives have
changed following the activity and what they'd still
like to improve on. Follow up with more team learning
on a regular basis looking at the areas identified from
participants.
CHECK YOUR PROGRESS
6. What is team learning?
7. How team learning help us?
8. How can you improve team learning scenario?
10. 7 LINE MANAGERS

Information for Line Managers
Planning and Organizing
The manager is responsible for planning the aims,
objectives and priorities of their work area (and
communicating this to their team and to colleagues
as appropriate).
Depending on your level of responsibility and the
grade of the people you are managing, you may
need to plan their work at a detailed (daily/weekly)
level, or only at a broader scale of monthly or
annual objectives.
Managing Finances and Resources
The manager is responsible for deploying the
resources within their control (peoples time;
money; other resources) to achieve plans. The
manager should ensure value for money by
managing and monitoring budgets and making the
best use of resources, within University
regulations.
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Promoting Equality and Diversity
Managers should familiarize themselves and comply with
equality legislation in addition to promoting equality and
diversity.
Treat all staff and students fairly
Create an inclusive culture for all staff and students
Ensure equal access to opportunities to enable

students to fully participate in the learning process
enable all staff and students to develop to their full

potential
10. 8 OTHER PROFESSIONALS

What do we mean by partnerships with professionals?
Partnerships with professionals exist where early childhood
professionals communicate openly with one another, plan
collaboratively and work in ways that support childrens learning
and development. Participants in any partnership should have
clearly articulated roles and responsibilities, and an
understanding of and respect for the roles of other professionals
with whom they work.
Successful partnerships are built upon common goals for
childrens learning and development informed by the needs,
culture and characteristics of each child. Partnerships can be
formed between individuals and between organizations or
services. Organizational support requires leadership that affirms
and encourages partnerships and that provides professionals with
the resources and the time to pursue collaborative opportunities
as a central component of their roles. Partnership is, however, the
responsibility of all professionals, and individuals must also be
committed to practical action to achieve the goals and objectives
of organizational partnerships.
Partnerships bring together the expertise of diverse professionals
to meet the learning and development needs of all children and to
ensure smooth transitions and continuity in childrens lives. Early
childhood educators, for example, may work in partnership with
occupational and physical therapists, mental health specialists,
maternal and child health nurses, specialist intervention workers,
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NOTES
and other education professionals.
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NOTE
S
Why are partnerships with professionals so

important in early childhood learning,
development and pedagogy?
Early childhood development is complex and multifaceted; requiring professionals in a range of sectors to
collaborate so that support for each childs learning
and development is integrated and holistic. Early
childhood learning and development has undergone a
transformation in recent years. The Victorian
Frameworks learning and Development Outcomes
reflect a growing understanding of childrens diverse
needs. Young children develop and learn at different
rates and in different ways, and therefore require
different levels and kinds of support from a range of
early childhood professionals.
Increased understanding of the diverse and complex
learning and development needs of young children has
resulted in an equally diversified professional
workforce to meet those needs. Successful
partnerships draw on the skills and experience of early
childhood professionals in diverse fields to provide
holistic approaches to supporting childrens learning
and development. Evidence indicates that children,
families and professionals all benefit from partnerships
in which knowledge and experience is shared.
CHECK YOUR PROGRESS
12. What do you mean by partnership with professionals?
13. What is successful partnership?
10. 9 SUMMARY
Informal learning is typically unplanned, or

highly embedded within other activities such as
work.
Formal Training: - Giving your employees
the training they need will help them to be able
to finger many situations when they arise.
A person who performs supervision is a
"supervisor", but does not for all time have the
formal title of supervisor. A person who is
attainment supervision is the "supervisee"
evaluate own current skills and competencies
against professional standards and
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organizational objectives
Material
Learning is the procedure of attractive in order
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and retaining it with the goal of rising skills
and ability in order to attain goals - but it's
more than that.

NOTES
10. 10 KEY TERMS
Formal Learning: - learning naturally provided by a

education or training association, structured (in terms of
objectives, learning time or knowledge support) and
leading to guarantee. Official learning is on purpose from
the learners point of view.
Formal Training: - Giving your employees
the training they need will help them to be able to finger
many situations when they arise.
10. 11 QUESTIONS AND EXERCISES

1. Write a short note about former learning.
2. Write characteristics of learning.
3. How the team learning help us?
1. Briefly describe the nature of supervision.
2. Write detail about informal network.
3. Write in detail about formal training.
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Verbal and non verbal communication
UNIT 11 VERBAL AND NON-VERBAL

COMMUNICATION
Structure
11.1 Introduction
11.3 Effective listening
11.4 Respect for the others opinions
11.5 Negotiation
11.6 Persuasion
11.7 Presentation Skills
11.8 Summery
11.9 Key Terms
11.10
NOTES
11.0 INTRODUCTION
In. In this unit, you will learn about the Verbal and non-verbal
communication skill which consists effective listening and how
to respect for other opinions you will learn how Negotiation and
Persuasion and you will also learn about the presentation skill
11.1 UNIT OBJECTIVES
Learn the importance effective listening in
communication.
Understand how to respect for other opinions.
Understand how to negotiation
Know about the persuasion
Understand presentation skill.
11.2 EFFECTIVE LISTENING
Listening is the ability to not only receive message but also to
understand it and interpret it properly. Proper listening means
paying attention to the speaker thus helping correct interpretation
of the message passed by the communicator.
To understand listening we need to understand the meaning of
hearing too. Hearing means the ability of our ears to detect
sound. Hearing is an involuntary process that cant be stop it
happens because god has gifted us with ears that can sense differ
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types of sounds. Listening is a voluntary process where you try

to interpret or understand the sound. In other words we keep
hearing infinite things in a day but we listen to things that make
sense to us.
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NOTE
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Listening is a process where lot of effort is given to

make sense of what you are hearing. Listening is done
proactively and hearing is just a reaction to an action
i.e. just because there is a sound you hear the same.
In work environment it is very important to listen
carefully while meetings and technical discussions as
this may protect us from wasting time unnecessarily
thus helping to accomplish the given task in cohesion.
Below are few of the steps that one can follow for
effective listening
While listening to someone, one should face
the speaker and should have an eye to eye
contact.
Be relaxed while listening, dont get hyper
active and try to pay all your attention towards
the speaker.
While listening to someone keep your mind
open and dont get biased with the speaker
opinion, Just listen thats it.
At times try to visualize what the speaker is
saying.
Dont interrupt the speaker and dont impose
you solution in between, let the speaker
complete his saying.
Wait for the speaker to give you opportunity to
ask doubts dont jump in middle.
Ask question to clarify you doubts and not to
oppose speaker opinion.
Try to be in the shoes of the speaker try to feel
what he wants to say.
Give feedback to speaker regularly for doubts
if any.
Verbal
and non
verbal
CHECK YOUR PROGRESS

1. Explain the terms listening?
2. What is the difference between hearing and listening?
3. How can one become an effective listener?
11. 3 RESPECT FOR THE OTHERS OPINIONS

Having respect for others opinions is one of the most
important behavioural attitudes that is needed by the
companies/ organization in todays world. When you
will be working in a company you will mostlySelf
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working with a team, you will be reporting to someone
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and also someone will be reporting to you. It is very
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important that while working together opinions
communication
shared among each other is not disrespected. This will help all the NOTES
members of the team to share information without any hesitation.
Respect of opinions can be mostly seen in board meetings, where
people of different background with different thought processes
share the same dice and they share different opinions that may or
may not be relevant to all. It is the responsibility of all to take
such meetings constructively and should not express opposition
of any opinion with rage or disrespect. One can ask questions or
can ask for further clarification of someone elses opinions but
should never discourage or disrespect others opinions.
Respect to others opinions can be maintained by doing the below:
Ask for permission before interrupting someone in
between while they are speaking
In case you disagree with others opinion dont say them

directly that your opinion is wrong try to the same politely
by showing them alternatives or by giving justification on
why the opinion might fail in practical life.
CHECK YOUR PROGRESS

1. Why it is important to maintain respect for each others
opinion in work?
2. How to ensure that you respect others opinions in a
board meeting?
3. Explain in brief about respect for others opinions in
corporate life
10. 4 NEGOTIATION
Negotiation in simple language means skills that will help ones to
get what he wants. It requires combination of various skills such
as communication and interpersonal skills.
In general it is the bargaining (give and take) process between
two parties to settle a business deal or conflict in such a manner
that sense of benefit is achieved by both the parties
Below are few of the methods that will help you to negotiate
better in future.
Be confident with what you want Regardless of how

badly you may need a certain conclusion from your
negotiations, never let the other party feel that you are
desperate to crack the deal; This will make you weaker
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and gives them greater power over the situation

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NOTE
S
Do your preparation Before you go into any

negotiation, make sure you have considered all
variables which might arise. If you feel
negotiation is not working for your benefit
dont stretch the discussion and end it there.
Keep a Buffer Never begin with your final
offer. Give yourself sufficient chances to
negotiate further by keeping a gap between
what you are asking for and what you really
desire. This will enable you to make
compromises without giving up anything
important and proof to the other party that you
are flexible
Dont go beyond limit Decide beforehand
what your unconditional minimum demand is,
and do not be scared to leave the negotiations
if you cannot get it on your side
Stay Calm If negotiations become
argumentative, walk away and take five to
reassess your situation. If the other party is not
ready to come to a satisfactory compromise,
consider whether it is more beneficial for you
to continue or to simply end the negotiations
Verbal
and non
verbal
CHECK YOUR PROGRESS

4. Explain the term negotiation
8. Describe tricks to negotiate better
9. Why it is important to be prepared before negotiation?
11. 5 PERSUASION
Persuasion is something meant to get you to do or
consider something. For example if youre not certain
you want to go somewhere, your friend might use
persuasion to take you where you dont want to go
Being of a certain persuasion or belief, means you
already have your mind made up. Another meaning for
persuasion is the act of influencing someone to do
something or to alter their mind. For example, fine
salespeople use persuasion to get public to buy things,
just as kids use persuasion to get permission to do
certain things
Persuasion is the quality that will be used in different
job roles in future for example:
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As a sales person you would need to persuade
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your customer to take certain actions

As a project manager you need to persuade
manpower working under you to get a job done
communication
As procurement manager you need to get your vendors

deliver the material on time
As a Team Leader you need to at times motivate your

team to deliver a project working more than the duty
hours
NOTES
CHECK YOUR PROGRESS

10. Define the term persuasion
11. Give various examples of job roles where you need to
persuade someone
12. Explain in brief the meaning of persuasion with
examples.
11. 6 PRESENTATION SKILLS
Presentation skill is the skill required to communicate your
message effectively to others. Presentations skills are very helpful
in many aspects of professional and personal life. Effective
presentations or speaking skills are important in:
Business: Formal communication in business
Sales Activity of a company
Training: Training and development of employees

Teaching
To speak comfortably to a group of people
Developing the confidence and capability to give good

presentations, and to stand up in front of an audience and speak
well, are also extremely helpful competencies for selfdevelopment and social situations.
Presentation skills and public speaking abilities are not limited to
certain special people - anyone can give a good presentation, or
perform public speaking to a professional and impressive
standard.
Good presentation skills require a lot of preparation and practice.
Listed below are few of the effective ways to improve your
presentation.
Do prepare well - Being prepared is by far the most important
element. How many times do you practice your speech? As a
universal rule, one should spend nearly 30 hours of preparation
for 1 hour of delivery/ speaking. Recording your own video will
help you to get an exact picture of how you speak while
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presenting
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NOTE
S
Use Examples to explain your point - Use personal

Verbal
examples and stories in your speech. Make sure your
and non
examples are relevant. Use examples from your
verbal
personal and professional life to make your views
more interesting.
Relax before you deliver your presentation Be
prepared so that you stay relaxed during the
presentation. Also, focus on your message and not the
audience. Use gestures and practice on how to start the
speech and plan exactly how you will say it. The
audience will judge you in the first 30 seconds they
see you.
Be Humorous while presenting - Use natural humour
by poking fun at yourself and something you said or
did. Be sure you dont make fun of person from the
audience. People will laugh with you when you make
fun at yourself but be alert that you dont continuously
do it.
Positive Body language and Hand Positions
Maintain a confident body language while presenting
your topic. Use your hands to explain certain points
but dont overuse the same as this can become a
reason of interaction for the audience. While you use
the stage for moving see to it that you maintain eye
contact with the audience
CHECK YOUR PROGRESS
13. Explain the term presentation skills
14. Describe various fields where you need to have a good
presentation skills
15. How will you improve your presentation skills?
11. 7 SUMMARY
Listening is the ability to not only receive

message but also to understand it and interpret
it properly
Hearing means the ability of our ears to detect

sound, Listening is a process where lot of
effort is given to make sense of what you are
hearing.
Having respect for others opinions is one of the

most important behavioral attitudes that is
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needed by the companies/ organization in
todays world Material
For respect Try not to interfere in between to

anyone, let them complete their speech and
then ask question when given chance
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communication
Negotiation in simple language means skills that will help

ones to get what he wants. It requires combination of
various skills such as communication and interpersonal
skills
Persuasion is something meant to get you to do or

consider something. For example if youre not certain you
want to go somewhere, your friend might use
persuasion to take you where you dont want to go
Presentation skill is the skill required to communicate

your message effectively to others
Presentations skills are very helpful in many aspects of

professional and personal life, Good presentation skills
require a lot of preparation and practice
11. 8 KEY TERMS
Board Meetings: Board meeting is a formal meeting by the

board of the directors of an organization, it is normally y
at definite intervals to consider policy issues and major problems
Salesperson: An individual who sells goods and services to other
entities
Team leader: A leader is someone who is provides guidance,
instruction, direction and leadership to a group of other
individuals for the purpose of achieving a key result
Business: A business is also known as an enterprise, agency or a
firm, is an entity involved in the provision of goods or services to
consumers
Eye contact: The state in which two people during the
conversation are aware of looking directly into one another's eyes
11. 9 QUESTIONS AND EXERCISES
1.
2.
3.
4.
1.
2.
Short-answer Questions
1. Define the terms listening.
2. What the important is of maintain respect of others opinion?
3. What is trick for batter negotiation?
4. In short define the term persuasion.
5. What is presentation skill?
Long-answer Questions
1. Write a note on the effective listener.
2. Write note respect for others opinions in corporate life.
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NOTES
3. 3. Explain importance of the Negotiation.

4. 4. Write note for the Persuasion
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SYLLABI-BOOK MAPPING TABLE

Personal and Professional Development

Mapping in the Book

Unit 2: Learning Style

Unit 4: Effective Learning

Unit 6: Assessment of Learning

Unit 7: Self Appraisal

Unit 8: Portfolio Building

Unit 10: Learning from others

Unit 10: Learning from others

Unit 11: Verbal and Non-verbal

UNIT 2 LEARNING STYLES

UNIT 4 EFFECTIVE LEARNING

UNIT 5 LIFELONG LEARNING

UNIT 6 ASSESSMENT OF LEARNING

6.6 Organization and evaluation

UNIT 8 PORTFOLIO BUILDING

UNIT 10 LEARNING FROM OTHERS

10.4 Observation and Monitoring

UNIT 11 VERBAL AND NON-VERBAL COMMUNICATION

performance as self-directed learners in preparation for work or

Self managed learning

UNIT 1 SELF MANAGED LEARNING

that undermined their achievement, or at least did not improve

Self managed learning

1.1 UNIT OBJECTIVES

1.2 SELF INITIATION OF LEARNING PROCESS

format of the learning activity, necessarily determines if learning

Self managed learning

personality while the second is related to cognition. As most of

Where you learn

achieve a constructive feedback and most importantly,

Benefits of self-managed learning to the Organization

1.3 CLEAR GOAL SETTING

fundamental difficulty has actually been self imposed or, more

admitted into the realm of science. Accepting these positivist

places, consistently did everything in his power to avoid going

Self managed learning

reports provide (in principle) useful and valid data for

Their degree of goal commitment, etc. There are many variants

Self managed learning

Goal setting is a powerful process for thinking about your ideal

1. Career - What level do you want to reach in your career, or

M - Measurable (or Meaningful).

A - Attainable (or Action-Oriented).

R - Relevant (or Rewarding).

T - Time-bound (or Track able).

For example, instead of having "To sail around the world" as a

Self managed learning

Self managed learning

The directive aspect is fairly obvious. A person who has a goal to

One-year goal: "Volunteer for projects that the current

1. How can you motivate employee through goal setting?

3. Explain different types of Goals as per the time period.

to impart knowledge and skills more quickly

responsibility for learning

Self managed learning

to establish a common framework for NOTES

and allow them to work on work-related issues

Self managed learning

powerful interventions and give insightful feedback.

Self managed learning