References: Boddy‚ D. (2005) Management: An Introduction (Third Edition) Harlow: Financial Times/Prentice Hall Cameron‚ K.S‚ & Quinn‚ R.E (1990) Diagnosing and Changing Organisational Culture Honey‚ P. & Mumford‚ A. (2000) The learning styles helper ’s guide. Peter Honey Publications Ltd: Maidenhead Honey‚ P.‚ Mumford‚ A Kolb‚ D. A.‚ Rubin‚ I.M.‚ and McIntyre‚ J.M (1984) Organizational Psychology. An Experiential Approach to Organizational Behaviour (Fourth Edition).Prentice-hall: New Jersey Maslow‚ A
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could be used to monitor the development of self and another member of the team Conclusion Summary This assignment discusses the elements to be considered when developing yourself and others. Firstly‚ identifying learning styles using the Honey and Mumford Learning Styles Questionnaire‚ and then identifying development needs derived from the SWOT analysis. Potential barriers to learning and how they can be overcome are discussed. Developing self and others can be achieved by analysing learning
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be able to promote their learning. There are many different learning styles such as Honey & Mumford‚ VAK. VAK:- Visual‚ learners learn better through visual methods and being shown demonstrations. Auditory‚ when the learner learns better when given an instruction and being told what to do. Kinaesthetic‚ these learners learn better through hands on activities. Honey & Mumford:- Honey & Mumford got four learning outcomes‚ Activist‚ Reflector‚ Pragmatist and Theorist. Activists
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| Preparing Facilitators of Practice Learning and Assessment Word count: 2179 | The purpose of this assignment is to critically reflect on strategies used to mentor a second year mental health student in a community mental health team. The essay will refer to interpersonal skills used to develop the mentor-mentee relationship‚ and the practical steps taken to facilitate learning; to make this more tangible the focus will primarily rest on the author’s approach to teaching the learner
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My learner is a 19 years old female‚ on her first placement as a first year nursing student. Permission was obtained from her‚ to use her experience in making this portfolio. Student nurse F‚( not her real name) NMC (2008) The code ; Standards of conduct‚ performance and ethics for nurses and midwives‚ states that‚’you must respect people’s right to confidentiality’‚ was a cadet nurse prior to this course. Student F was introduced to me as her associate mentor. I have welcomed‚ orientated her in
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Unit 002: Understanding inclusive learning and teaching in lifelong learning Introduction The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area. It is likely that you will be teaching a diverse group of students – from various backgrounds‚ with differing levels of prior learning and expectations‚ as well as different learning needs. Taking an inclusive approach when teaching will help to ensure
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the clinical setting. Nursing Standards. (20)39‚ pp. 55-63. HINCHLIFF S (2006) The Practitioner as Teacher. 3rd ed.‚ London: Churchill Livingstone. HONEY P‚ MUMFORD A (2006) What kind of learner are you? London: Campaign for Learning. Cited in HAIDER‚ E (2007) Coaching and mentoring nursing students. Nursing Management‚ 14(8)‚ pp.32-35. HONEY P‚ MUMFORD A (1989) The Manual of Learning Styles KIGER A (2004) Teaching for Health. 3rd ed.‚ London: Churchill Livingstone. KNOWLES M (1984) Andragogy in action
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knowledge as a teacher enables the inclusion of a variety of tasks within their teaching style. Fleming (2005) stated that people can be grouped into four styles of learning: (Gravells‚ 2012)‚ Visual‚ Aural‚ Read / Write and Kinaesthetic (VARK)‚ with Honey and Mumford (1992) suggesting that learners are a
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org/wiki/Personal_development accessed 25/04/2010 http://www.kevinmorrell.org.uk/individual_learning.htm (Megginson D. et al (1993) Human Resource Development‚ Kogan Page‚ London.) accessed 24/04/2010 http://www.incurriculum.org.uk/files/1236697215/honey-and-mumford-learning-styles-quiz.pdf accessed 24/04/2010
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learner. During primary school I struggled with science and received support because of this. Alongside my teachers I began to realise that although I was being taught through auditory methods‚ I am very much a kinaesthetic learner and activist (Honey and Mumford 1986). Teachers were trying to adapt their approaches to teaching in order to meet my individual needs‚ and without their support I would have struggled to complete areas of work. This method of learning supports Vygotsky’s Social Constructivism
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