Approaches to self-managed learning

Approaches to self-managed learning This report first notes how self-managed learning can enhance lifelong development by evaluating approaches to self-managed learning, ways in which lifelong learning in personal and professional contexts can be encouraged, and the benefits of self-managed learning to the individual and organisation. Thereafter, the report comments upon my own current skills and competencies. These are evaluated against professional standards and those of organisation objectives. In the third part of the report, I identify my own development needs and what additional activities need to be undertaken for me to meet them. Finally, a personal development plan outlining current and future needs is given. Introduction Self-managed learning is, as Graves (2012) notes, a process by which individual people find different ways of learning things, whether it be within the organisation they are working for, or with reference to longer-term individual career developments goals. Thus, as Pedlar, Burgoyne and Boydell (2013) suggest, self-managed learning is also about the setting of goals through evaluating the purpose for learning and planning ways by which to achieve such goals. People learn new things using a plethora of different techniques which can be shaped, for example, by culture, behaviour, personality, and perceptions. Indeed, commenting further, Bjork, Dunlosky and Kornell (2013) assert that individuals can learn things not only in a formal educational class but also through friends, and newspapers. Thus, as Ho (2011) posits, self-managed learning gives people a chance to come up with their own strategy in learning. The following section outlines a series of different approaches to self-managed learning. Approaches to self-managed learning Individuals can learn through the research they are undertaking as part of their work or as part of an assignment that they have been issued by either the university or college they are studying at. In addition, people can lea rn different techniques for doing the research. Seminars and conferences People can learn through seminars and conferences, as noted by Collin and Hammond (2013). Seminars and conferences are an effective tool as they give people the opportunity to present their knowledge about something to other people who end up learning new things; thus, seminars and conferences, for example such as that held by the University of Odense in 2013 on the role of Gender in Mediaeval European Cities, are a dynamic learning environment. Further, seminars and conferences help people to become more confident in speaking in public and may also develop their presentation skills: transferrable skills that can be useful in a range of organisational settings – thereby empowering both the organisational and the individual. Social networks There are, as Bourner (2011) notes, a range of different social networks including Facebook, Twitter, My Space, and so on, where people spend an increasing p roportion of their time. Whilst logged onto such sites, people can be chatting with friends or learning new things. This is particularly the case if people share information and knowledge through bulletin boards and forums. People can also learn how social network owners such as Mark Zuckerberg he became successful; and using the information that they obtain, people can apply this knowledge to their own lives thereby find the means of succeeding in