Outcome 1: Show you understand how self-managed learning can enhance lifelong learning
Self-managed learning includes self-development, action learning, and self-directed learning. Since its definition in 1978 by Ian Cunningham, self-managed learning has gained popularity and support as more students in various faculties embrace the concept of self-motivation to improve their learning process. Ian Cunningham based his theory on the previous results of research conducted by Gregory Betason on levels of learning. Cunningham structured the approach to learning into two distinct elements; the learning agreement (between a student and a support group) and learning group (students often of the same age group with common goals). The learning agreement requires the student to five distinct aspects of their progress comprising; where they have been, current position, where they intend to get, how they plan to get there, and how to determine that they have attained their goal. The group, on the other hand, relies on the guidance of a facilitator often regarded as the adviser. The group integrates the members by monitoring their frequent report on their personal progress. Groups are extremely important in helping the members to think critically about their choices through exposure and sharing of their goals and possible outcomes (Pedler et al. 2013). The purpose of this paper is to show my experience as a health worker in relation to the existing theories of self-managed learning because it has been useful in my institution to help my group members and I to achieve our targets through collaboration.
1.1 evaluate approaches To Self-Managed Learning
According to Garrow (1998, p.4) Self-managed learning focuses on the efficiency of the process of learning and neglects the content thereof. He divides the process into five distinct categories including Meta-learning (learning about learning), strategic learning (concepts that synchronize management to learning), collaborative learning (where individuals are involved in the learning processes of others), motivation learning (where learners identify their objectives in accordance to available resources) and autonomous learning (learning that exposes differences of the participants to help them discover their potential).
According to Smith (2011), Meta-learning facilitates fundamental changes in both the learners and managers to adjust to the process of learning by shifting their mindsets in accordance to the new ideas of self-managed learning. Changes include adjusting the way of thinking, choices of resource as well as the utility of sources. Since the content constantly changes and increases, it is not important to have it as a priority as the approach will require frequent changes. It is after complete mastery of the approach and changing the way of thinking that the new learning skills will appropriately be applicable to all aspects of life to individuals and the future management of organization (Straub 1996 and Smith 2011).
Strategic learning is extremely useful in this era of rapidly moving business utilizing advanced technology to reach an unlimited number of customers worldwide. According to Scott (2004), Technology changes rapidly within a short time. In the effort to keep up with the changes, managers need strategic learning to sustain their role as the drivers of the organization into a safe and predictable future. Self-managed learning helps to synchronize managing tasks to learning in improving the performance of the managers as they are exposed to new methods of handling situations and providing solutions to both recurring and arising problems (Murray and Kujundzic 2005).
According to Kolb (1994), Collaborative learning is one of the major roles of self-managed learning as it boosts and improves the performance of peers through sharing information and helping colleagues on their weaknesses. Since individuals are concerned and actively involved in the affairs of other group members, it is quick to notice problems and collaborate in helping to solve the problems. Cunning notes that collaboration is a key element of self-managed learning where the strength of the relationships is in equality without conformity (Pokras 1994). Collective agreement, he explains, ensures a healthy relationship among group members as they acquire the ability to negotiate and hold different opinions without necessarily compromising on personal values. This aspect of Self-managed learning is crucial to organizations to achieve in creating a liberal and conducive environment for the staff to proudly associate with the company and their job descriptions (Pedler et al. 2013).
Motivational learning defines the impact of self-managed learning on the morale and psyche of the learners. The learners obtain the confidence and courage to explore their potential, skills and talents in achieving the maximum outcome of their work. Ultimately, people who are consistent are able to attain self-actualization.
1.2 Propose ways in which lifelong learning in personal and professional contexts could be encouraged
The self-managed learning process brings enthusiasm to participants mainly because of the attention on personal needs and individual rate of growth. Since the learners play a major role in controlling and regulating their growth, they readily accept and gain interest because they are fully engaged.
Addressing the misconceptions about the practicability and applicability of self-managed learning to both training managers and the participants is very important in ensuring complete focus and concentration during the training. There are weird and unrealistic expectations from people who want to begin the training. For example, some of the participants expect instant results of changes in their lives after barely beginning of the program. Such people should be persuaded to keep their consistence attendance and practice what they learn in their daily lives every day until it becomes a habit. According to Rothwell and Sensenig 1999). It is extremely important to address such issues especially those concerning power and authority openly. This openness and transparency helps to establish honest and open relationships at different levels of the organization. This address is best considered as part of the learning process and not time out for correction besides the normal plan.
Defining territories
To avoid ambiguity and lack of focus on goals, it is important for the facilitators to define the scope of the program and define the extents of the program. This definition should also include citing the areas of difficulty openly before all participants to avoid failure by ignorance.
1.3 Evaluate the benefits of self-managed learning to the individual and organization
Self-Reliance/Self-Awareness
Individuals are able to develop the self-control crucial in helping them to be independent. The individual does not need constant monitoring and reminding of their tasks. Instead, they are aware of their duties and keep their efforts in completing their part of the job. It is easy to work with such people because they are responsible and accountable for their actions (Megginson and Whittaker 2007).
Through the groups developed in the process of self-managed learning process, people with unique and distinct characters and opinions learn to share and collaborate with others effectively. It is, therefore, easy to build good relationships with colleagues from within and also other department consequently creating a good working environment in the organization.
Dealing with Ambiguity
Self-managed learning helps individuals to make decisive choices that are well informed, tested and proved appropriate. The learners learn to be patient and make considerations such as risk assessment before making major decision.
Knowing how to Learn
The process of self-managed learning also helps the learner to adjust their way of thinking and change their notions to enable them have a quick and effective experience in self-managed learning. By adjusting their mindset, it is possible for them to realize the full advantage of the strategy while getting exposure to new ways of approaching and solving daily issues (Megginson and Whittaker 2007)..
Understanding
Through the exposure and appreciation of the uniqueness in different people in the groups, the individuals gain a better understanding of their colleagues and the environment. This understanding helps them to adopt new ways of viewing the society and associating with the people to generate excellent results. There are also few instances of conflict rising among group members. In case there are conflicts, however, the reconciliation process is rapid and effective because of the acknowledgement of individual difference and collaboration strategies.
Meeting Challenges
According to Nutley (2008), new style of living consequently leads to new challenges in the lives of the learners. There are new situations arising from their endeavors and therefore, a new experience in life. In turn, new experiences help to reduce boredom and loss of interest caused by repetition of occurrences or tasks. People naturally become creative and innovative during new experiences and challenges. Ultimately, therefore, meeting new challenges helps the learners to explore their potential, skills and talents while also putting their knowledge into practice.
New Approach to Life
With new experiences and challenges, there is the need for new approach to life. People change the way the view circumstances. They change their methods of making solutions into a systematic approach that requires full consideration of circumstances and risk assessment, for instance. A new approach to life brings the joy and fun in the person’s life as they find new ways to enjoy and deal with their issues (Nutley 2008).
Improved performance
The increase in the efficiency of the workers is directly proportional to the improvement in the overall performance of the organization. With time and in the near future, the companies begin to realize the reality of the impact of the workers effectiveness in for example, time utility, and management that saves costs to increase the profit margin (Nutley 2008).
Greater motivation
The staff gets more motivation through increased enthusiasm that they obtain from their participation in-group work. As they realize their potential and consequently their worth, workers get the morale and increased motivation. Most of the workers acknowledge the impact of self-managed learning in improving their motivation and inspiration to work without supervision and constant monitoring by senior officials of the organization. It also promotes values such as honesty and trust as the participants develop the initiative to work and undertake their tasks on their own.
Being a better Manager
Managers with new approaches to their tasks develop a good relationship with the junior workers in the same program because of the reliability of the new system. The managers’ performance and efficiency improves consistently with their application of self-managed learning. With self-motivation, the leaders make good leaders who are; considerate and reasonable in their orders towards junior members of the organization.
New ideas and better understanding
New ideas arise with the embracing of the self-managed style of learning offering new opportunities and a change of programs in accordance to the new ideas. Better understanding of Business Increased reasonableness and sobriety in handling business transactions and running the companies is
My skills and experience
The roles of a Healthcare assistant have increasingly adjusted since I began my career 12 years ago. Early in my career, there were barely any rules to distinguish us from nurses. There was also lacking national standards that regulated the roles of the health care workforce effectively by for instance stipulating definite guidelines for training and education. My love for my career and the experience I had with patients ensured I persistently undertook my duties at my station.
The introduction and adoption of self-managed learning has helped me to transform my life towards utilizing my maximum potential. Initially I was concerned with striving to do what my peers and senior colleagues did. I considered myself unsuccessful until I accomplished what the senior health care workers had done through experience. However, I have learnt to observe my unique combination of abilities and interests in order to get the best from my efforts without diverting my attention to colleagues.
Strengths
As a sociable person, I have participated in various open day events to sensitize the public on various medical issues such as Tuberculosis. I realized early in high school that I made friends easy and could convince people to listen to me even if they did not agree with what I said. In the events, I met and connected with lots of people convincing majority of them to take voluntary tests or promise to make appointments with doctors. I find open day events exciting because there are no desperate patients with huge unmanageable bills to pay or extreme medical conditions. Instead, I meet volunteers and inform them of the importance of their strict observation on their health. I quickly rose to the leader of the team because of my commitment and diligence that was evident to the outgoing management team.
Having studied extra courses that relate with my specialty, I ensured that I am highly skilled in my field. I consider the increment in knowledge an aspect of strength because it makes me an expert in the field, as I am keen on the details of the issues that I handle. Since my work involves direct contact with patients, I value the advancement in academics relevant in preserving and curing lives.
With a few of my colleagues undertaking similar courses, I have peers who I can share a lot of information and experiences with them. For over five years, we have maintained our group without any formal or serious agenda. However, with the discovery of the importance and applicability of the self-engagement learning, I proposed a serious collaboration strategy that will help us monitor our progress and help each other to improve their performances in our careers.
Weaknesses
There is barely anytime for me to plan open day events, as my schedule is tight. It is hectic to coordinate the organization without physical involvement. There is also limited time for group work, as our schedules do not have the same time for daily breaks or occasional vacations. We rarely meet as a group and have resorted to use the Internet on our mobile phones to keep up with the updates. I found that the media is not as effective as the one on one meetings that were engaging and personal.
Opportunities
The currently new volunteer committee is the largest in the organization since I began working here. The members are insistent and have plans to improve the department. They comprise young recruits from College who seem eager to volunteer their services and skills to enlighten the community especially on open days. According to the new plans, there will be more frequent open days for the public and more exciting activities to keep the visitors engaged and enjoy themselves.
The head of department has considered flexing the schedules to free up some time for the health care assistants. This freedom will create time for extra time to participate in patient participation projects as well as the ongoing sensitization programs. With the extra time, I will be able to visit and explore other areas of the hospital to gain knowledge on ways to improve the services of the facility.
With the new knowledge I have acquired I will adjust the open day programs according to my plans to ensure maximum use of the time to the best of my ability. I no longer look forward for instant results that may be temporal. Instead, I focus on long-term solutions that will serve people after I leave office or is unavailable.
Threats
Some patients have complained of coercion from the staff to do what they did not desire. The increasing number of cases of patients who were forced to do or take measures that they were not convinced were appropriate is on the increase.
I will instruct the junior staff members to refrain from harassing patients. Although I understand the fact that they are professionals and patients can be a nuisance with their reluctance to take medication, I do not support the coercive behavior. After long hours of work, exhausted workers feel pressured and easily lose their courteous ways and politeness. I will advise these members to form their groups so that they can share their information and problems among them to help them improve.
Conclusion
Self-managed learning has proven to be useful across a wide range of sectors in both governmental and private situations. It is most popular advantage is that learners attain the self-control, self-esteem and the confidence necessary to drive their enthusiasm and beliefs towards achieving their goals regardless of the circumstance. This paper sought to determine the practicability of the theories of self-managed learning with reference to my experience in my career. In the paper is showed my strengths, weaknesses, development opportunities and threats in my personal career that determined my progress. I also included the strategies to improve my situation as well as my colleagues.
Task 2 : Assignment (progress file] Learning Outcome 2: Demonstrate that you are able to take responsibility for your own personal and professional development
2.1 Evaluate own current skills and competencies against professional standards and Organizational objective
WOT TASK (AC 2.2) Undertake a personal skills audit (SWOT analysis), identifying preferred learning style and which focuses on the skills required for effective management and leadership.
2.2 Identify own development needs and the activities required to meet them (SWOT form) BELOW
| Strengths | Weaknesses |
| 1.Sociable
I improved my social skills in the collaboration from my learning group 2. professional I have studied and attained several certificates that are helpful in career giving me expansive knowledge and providing the exposure I need to gain more experiences
|
The inability to keep time puts me in conflict with my associates There is barely anytime for me to plan open day events, as my schedule is tight. It is hectic to coordinate the organization without physical involvement. There is also limited time for group work, as our schedules do not have the same time for daily breaks or occasional vacations. |
| Opportunities | Threats |
| The head of department has considered flexing the schedules to free up some time for the health care assistants. This freedom will create time for extra time to participate in patient participation projects as well as the ongoing sensitization programs. With the extra time, I will be able to visit and explore other areas of the hospital to learn more about ways to improve the services of the facility.
|
Some patients have complained of coercion from the staff to do what they did not desire. The increasing number of cases of patients who were forced to do or take measures that they were not convinced were appropriate is on the increase.
|
References
Amherst, MA Sangster, C., 2000. Planning and organizing personal and professional development. 1st ed. Gower.Aldershot, Hampshire, England
Harlow Raye-Johnson., 1995. V. Effective Networking (Proven Techniques for Career Success) Crisp Publications Inc., Seattle WA
Kolb, D., 1984. Experiential Learning. New York,
London Migliore, R., 1990.Personal action planning.1st ed. Nichols/G.P. Pub. East Brunswick,
N.J.: Murray, R., Kujundzic, N., 2005. Critical Reflection: A Textbook for Critical Thinking. McGill-Queen’s University Press. Montreal.
Nutley, T., 2008.The Little Book of Personal Development. Lulu.com/UKCPD Press,
Pokras, S., 1994. Crisp: Team Problem Solving, Revised Edition: A Systematic Approach to Consensus Decision Making. Crisp Fifty-Minute Series. Crisp Publications Inc., Seattle WA
Prentice Hall Megginson, D. & Whittaker, V., 2007. Continuing Professional Development. CIPD.
Ramsay, P., Maier, P., & Price, G., 2010. Study Skills for Business and Management Students. Longman,
Rothwell, B., &Sensenig, K. J. (Eds.)., 1999. The sourcebook for self-directed learning HRD Press,
Scott, C., 2004. Managing Personal Change, (Revised Edition: Moving Through Personal Transition) Crisp Fifty- Minute Series, Course Technology, Thomson Learning, Boston MA
Smith, J., 2011. Personal Development Planning: What You Need to Know: Definitions, Best Practices, Benefits and Practical Solutions Emereo Pty Limited, Newstead, Australia
Straub, C., 1996. Crisp: Creating Your Skills Portfolio: Show off Your Skills and Accomplishments. Crisp Fifty Minute Series. Crisp Publications Inc., Seattle WA
SwindonPedler, M., Burgoyne, J. and Boydell, T., 2013. A manager’s guide to self development.6th ed. McGraw-Hill Education Professional. Maidenhead, England: