Related Introduction This essay will examine my personal self development in relation to self-awareness and listening skills. For instance, counseling, teaching, guiding, mentoring, coaching and managing, for instance, just as required of a mental healthcare practitioner. Given a chance again probably as a healthcare practitioner, I know I can be able to build rapport with my fellow colleagues, bosses and even the clients. Personal development starts at a point of self awareness.
In a follow-up study of two of these graduating classes of part-time students, Wheeler showed that during the two years following graduation they continued to improve, statistically significantly, on an audiotaped, behavioral measure of two competencies in the Social Awareness and Management cluster i.
In a longitudinal study of four classes completing the Professional Fellows Program i. Self-Directed Learning What these studies have shown is that adults learn what they want to learn. Other things, even if acquired temporarily i.
Students, children, patients, clients, and subordinates may act as if they care about learning something, go through the motions, but they proceed to disregard it or forget it-unless, it is something which they want to learn. Even in situations where a person is under threat or coercion, a behavioral change shown will typically extinguish or revert to its original form once the threat is removed.
This does not include changes induced, willingly or not, by chemical or hormonal changes in one's body. But even in such situations, the interpretation of the changes and behavioral comportment following it will be affected by the person's will, values, and motivations.
In this way, it appears that most, if not all, sustainable behavioral change is intentional. Self-directed change is an intentional change in an aspect of who you are i. Self-directed learning is self-directed change in which you are aware of the change and understand the process of change.
This is an enhancement of the earlier models developed by Kolb, Winter, and BerlewBoyatzis and KolbKolb and Boyatzis a and band Kolb The description and explanation of the process in this chapter is organized in five sections.
Each section starts with a point of discontinuity. That is, a part of the process that may not and often does not occur as a smooth, linear event. It occurs with a surprise. The person's behavior may seem to be stuck for long periods of time and then a change appears quite suddenly.
This is a discontinuity. A person might begin the process of self-directed learning at any point in the process, but it will often begin when the person experiences a discontinuity, the associated epiphany or a moment of awareness and a sense of urgency.
This model describes the process as designed into a required course and the elements of the MBA and executive programs implemented in at the Weatherhead School of Management. Experimentation and research into the various components have resulted in refinement of these components and the model as discussed in this paper.
For a detailed description of the course, read Boyatzis Catching Your Dreams, Engaging Your Passion The first discontinuity and potential starting point for the process of self-directed learning is the discovery of who you want to be.
Our Ideal Self is an image of the person we want to be. It emerges from our ego ideal, dreams, and aspirations, The last twenty years has revealed literature supporting the power of positive imaging or visioning in sports psychology, appreciative inquiry Cooperrider,meditation and biofeedback research, and other psycho-physiological research.
It is believed that the potency of focusing one's thoughts on the desired end state of condition is driven by the emotional components of the brain Goleman, The Ideal Self is a reflection of the person's intrinsic drives.
Numerous studies have shown that intrinsic motives have more enduring impact on a person's behavior than extrinsic motives Deci and Ryan, Our aspirations, dreams, and desired states are shaped by our values, philosophy Boyatzis, Murphy, and Wheeler,life and career stages Boyatzis and Kolb,motives McClelland,role models, and other factors.
This research indicates that we can access and engage deep emotional commitment and psychic energy if we engage our passions and conceptually catch our dreams in our Ideal Self-image.
It is an anomaly that we know the importance of consideration of the Ideal Self, and yet often, when engaged in a change or learning process we skip over the clear formulation or articulation of our Ideal Self image. If a parent, spouse, boss, or teacher, tells us something that should be different, they are giving us their version of our Ideal Self.
They are telling us about the person they want us to be. The extent to which we believe or accept this image determines that extent to which it becomes part of our Ideal Self.
Our reluctance to accept others' expectations or wishes for us to change is one of many reasons why we may not live up to others' expectations or wishes, and not change or learn according to their agenda!
In current psychology, others' version of what our Ideal Self should be is referred to as the "Ought Self. In his book, The Hungry Spirit:Clowning was created by Tommy the Clown in [tags: Self Reflection paper, documentary analysis] Better Essays words Personal Narrative Self Assessment Reflection] Strong Essays words share learning intentions, evaluate their learning through dialogue and self assessment and peer assessment.
Through this learners . Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively.
Assessment of student mastery of content takes many forms. This pages includes support materials for assessments that work with the Common Core State Standards and rubrics for many different assessment products.
This web page provides links to publications, presentations, and support materials developed and maintained by Dr. Helen Barrett, School of Education, University of Alaska Anchorage (retired).. Listserv devoted to issues related to Electronic and Digital Portfolios, beginning July 15, ; References & .
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