UNIT
41: PERSONAL AND PROFESSIONAL DEVELOPMENT
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LO1
Understand how self-managed learning can enhance lifelong development
Self-managed
learning:
self-initiation of learning processes; clear goal setting eg aims and
requirements, personal orientation achievement goals, dates for achievement,
self-reflection Learning styles: personal preferences; activist; pragmatist;
theorist; reflector eg reflexive modernisation theory; Kolb’s learning cycle
Approaches: learning through research; learning from others eg
mentoring/coaching, seminars, conferences, secondments, interviews, use of the
internet, social networks, use of bulletin boards, newsgroups Effective
learning: skills of personal assessment; planning, organisation and evaluation
Lifelong learning: self-directed learning; continuing professional development;
linking higher education with industry, further education, recognition of prior
learning, apprenticeships, credit accumulation and transfer schemes Assessment
of learning: improved ability range with personal learning; evidence of
improved levels of skill; feedback from others; learning achievements and
disappointments
LO2
Be able to take responsibility for own
personal and professional development
Self-appraisal:
skills audit (personal profile using appropriate self-assessment tools);
evaluating self-management; personal and interpersonal skills; leadership
skills Development plan: current performance; future needs; opportunities and
threats to career progression; aims and objectives; achievement dates; review
dates; learning programme/activities; action plans; personal development plan
Portfolio building: developing and maintaining a personal portfolio
Transcripts: maintaining and presenting transcripts including curriculum vitae
LO3
Be able to implement and continually review own personal and professional
development plan Learning
styles and
strategies: types of styles; awareness of personal style; impact of personal
style and interactions with others Learning from others: formal learning and
training; observation; mentoring; supervision; tutorials; informal networks;
team members; line managers; other professionals Evaluation of progress:
setting and recording of aims and objectives; setting targets; responding to
feedback; re-setting aims targets; establishing and recognising strengths and
weaknesses; directions for change; cycles of activity (monitoring, reflecting
and planning)
UNIT
41: PERSONAL AND PROFESSIONAL DEVELOPMENT
LO4
Be able to demonstrate acquired interpersonal and transferable skills
Transferable skills: personal effectiveness (ability to
communicate effectively at all levels, initiative, self-discipline,
reliability, creativity, problem solving) Verbal and non-verbal communication:
effective listening, respect of others’ opinions; negotiation; persuasion;
presentation skills; assertiveness; use of ICT Delivery formats: ability to
deliver transferable skills using a variety of formats Working with others:
team player; flexibility/adaptability; social skills Time management:
prioritising workloads; setting work objectives; using time effectively; making
and keeping appointments; reliable estimates of task time
UNIT 41: PERSONAL AND PROFESSIONAL DEVELOPMENT
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
LO1 Understand how selfmanaged learning can enhance lifelong
development
Assessment criteria for pass
Assessment criteria for pass
The learner can:
1.1 evaluate
approaches to self-managed learning
1.2 propose ways in which lifelong learning in personal and
professional contexts could be encouraged
1.3 evaluate the benefits of self-managed learning to the
individual and organisation
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LO2
Be able to take responsibility for own personal and professional development
2.1 evaluate own current skills and competencies against professional standards and organisational objectives
2.1 evaluate own current skills and competencies against professional standards and organisational objectives
2.2 identify own
development needs and the activities required to meet them
2.3 identify
development opportunities to meet current and future defined needs
2.4 devise a personal and professional development plan
based on identified needs
LO3
Be able to implement and continually review own personal and professional
development plan
3.1 discuss the processes and activities required to
implement the development plan
3.2 undertake and document development activities as planned
3.3 reflect critically on own learning against original aims
and objectives set in the development plan
3.4 update the development plan based on feedback and
evaluation
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LO4
Be able to demonstrate acquired interpersonal and transferable skills
4.1 select solutions to work-based problems
4.1 select solutions to work-based problems
4.2 communicate in a variety of styles and appropriate
manner at various levels
4.3 evaluate and use effective time management strategies
UNIT 41: PERSONAL AND PROFESSIONAL DEVELOPMENT
Guidance
Links
This unit links with: Unit 42: Employability Skills This unit maps to the following Management NVQ units:
Links
This unit links with: Unit 42: Employability Skills This unit maps to the following Management NVQ units:
A2: Manage your own resources and professional development
A3: Develop your
personal networks
D2: Develop
productive working relationships with colleagues and stakeholders
D9: Build and manage
teams
D12: Participate in meetings
E11: Communicate information and knowledge.
Essential requirements
Activities in this unit could be part of the mainstream
academic activity and could be integrated into the whole programme of study.
Learners will benefit if there are established links with the learning outcomes
of other units and if review meetings were held regularly. A personal
development portfolio or progress file should be put together comprising
information and personal records ‘owned’ by the learner, including the planning
and monitoring of progress towards the achievement of personal objectives. The
format for this could be web based, paper based or an alternative method.
Potentially this could form the basis of an extended account of a lifelong
record of learning and achievement. Tutors should be aware that textbooks are
frequently updated and that they should use the latest editions where
available. This is a practical unit and textbook materials should be used for
reference purposes.
Employer engagement and vocational contexts
Employers could help tutors, for example, with the planning
of programmes of learning, or provision of visits, guest speakers and mentors.
They could also help to design assessment activities. The delivery of this unit
would be enhanced by employer engagement involving, for example, local travel
agencies, tourist attractions and the local tourist board. Sustained links with
the travel agency may support further units as well as work placement
opportunities.
Get assignment help for this unit at assignmenthelpuk@yahoo.com
Get assignment help for this unit at assignmenthelpuk@yahoo.com
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