22717C Professional Development for Strategic Managers Unit code: F/602/2061 QCF Level 7: BTEC Professional Credit value: 5 Guided learning hours: 10 Unit aim This unit provides the learner with the methods and techniques to assess the development of their own skills to support the achievement of strategic direction. Unit introduction This unit is designed to enable learners to take responsibility for their learning and development needs to gain the personal and professional skills needed
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A Task 1 7 Skills Audit: 7 My personal skills self-assessment audit: 7 Personal SWOT analysis: 10 My personal SWOT analysis table: 10 Personal development plan Or PDP 12 Part A Task 2 13 Kolb learning cycle theory: 13 Honey and Mumford learning styles: 14 My own learning styles: 15 References: 16 |Personal Portfolio | |CV
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(2001) Teaching and Training in Post-Compulsory Education. Curzon‚ L.B. (1990) Teaching in Further Education Fourth Edition Cassell Education Limited Gagné‚ R. (198five). The Conditions of Learning (4th ed.). New York. Holt‚ Rinehart & Winston Honey‚ P and Mumford‚ A (1982) Manuel of Learning Styles. Reece I and Walker S (2006) Teaching Training and Learning Sixth Edition Gateshead: Business Education Publishers Limited.
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the individual to identify their preferred learning habits. The answers to these questions are scored and the person then falls into one of four categories which is the learning style best suited to them based on the answers they have given. Honey and Mumford put forward four main learning styles; Reflectors‚ theorists‚ pragmatists and activists‚ each with their own characteristics. Reflectors prefer to learn through activities which allow them to observe‚ think and review situations. They like to
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we can use our own preferences and personality to be transferable skills in job performance. There are tests to use for knowing our personality and preferred learning styles as the role of a learner‚ which are VARK questionnaires‚ Myers-Briggs Type Indicator and Honey & Mumford Learning Styles Questionnaire. The result of tests can use to assist my career choice and the method to be learn which is suitable my personality. Section 1 1.1 Who am I as a learner? What is “learning”?
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behave better. Visual‚ Auditory and Kinesthetic (VAK) are the three main categories of learning style in Fleming’s model‚ sometimes referred to as VARK the R being reading and writing based learners. Fleming suggests that most people have a preferred learning style and outcome for learning are enhanced when they can use that style. Honey and Mumford
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is a continuous process that not only enhances existing capabilities but also leads to the development of the skills‚ knowledge and attitudes that prepare people for enlarged or higher-level responsibilities in the future. • As explained by Honey and Mumford (1996): – ‘Learning has happened when people can demonstrate that they know something that they did not know before (insights‚ realizations as well as facts) and when they can do something they could not do Dual MBA (New York) - Business Lecturer
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Baume‚ D. (2006) Learning Styles Again: VARKing up the right tree!‚ Educational Developments‚ SEDALtd‚ Issue 7.4‚ Nov. 2006‚ p4-7. Henderson‚ I. (2008) Human Resource Management for MBA Students. London: CIPD. Honey‚P. & Mumford‚ A. (1982) The manual of Learning Styles. Maidenhead: Peter Honey. Lewin‚ K.‚ LIippit‚ R. & White‚ R.K. (1939). ‘Patterns of aggressive behavior in experimentally created social climates’. Journal of Social Psychology. 10‚ 271-301. MBTI (2011) MBTI Personality Test Indicators
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organizational members‚ that is being accepted as knowledge and is applicable in organizational activities‚ therewith implying a (potential) change in those activities” (2003‚ 1042). The four Stages of the Learning Cycle for Management and Organizations Kolb identified 4 distinct learning styles based on a 4 stage learning cycle on which management and Organizations could learn (1984). Each stage of the learning cycle uses a different approach to learning: Concrete Experience(CE) Learn by doing and
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I. INTRODUCTION The emergence of humanistic learning theory can not be separated from the movement of humanistic education that focuses on affective outcomes‚ learning about how to learn and learning to enhance creativity and human potential. This humanistic approach emerged as a form of disapproval on two previous views‚ the views of psychoanalysis and behavioristik in explaining human behavior. Disagreement is based on the assumption that the views of psychoanalysis too pessimistic outlook bleak
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