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Self-managed learning: self-initiation of learning processes / clear goal setting e.g. aims and requirements, personal orientation achievement goals, dates for achievement, selfreflection. Learning styles: personal preferences / activist / pragmatist / theorist / reflector e.g. reflexive modernization theory / Kolb’s learning cycle.  Approaches:  learning through research / learning from others e.g. mentoring & coaching, seminars, conferences, secondments, interviews, use of the Internet, social networks, use of bulletin boards, news groups. 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.  
Learning outcome 2 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
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The City College HND in Business – Personal and Professional Development – September 2015  
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.  
Learning outcome 3 Learning styles and strategies:  types of styles / awareness of own 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 and targets / establishing and recognising strengths and weaknesses / directions for change / cycles of activity (monitoring, reflecting and planning)  
Learning outcome 4 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 for others’ opinions / presentation skills / assertiveness / use of ICT. Working with others: e.g. 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.    
Outline of assignment:
Your approach to this assignment will be very much a personal one.  Your skills assessment and personal development plan will come from your own self-knowledge and your own plans for the future so there are no absolute right answers to the tasks you will be dealing with.  Likewise there is no single right way to construct a portfolio.  Your subject tutor will give you guidance on portfolio development but the finished product will express your own personality.
You should note that it is essential that you start collecting evidence for your portfolio right from the beginning of the semester.  Your portfolio must be presented in a folder (of your choice).  You should provide yourself with a suitable folder immediately after your first class session and should then bring it to class with you each week.  Every time you complete a piece of practical work in class e.g. a personal SWOT analysis the result should go straight into your portfolio.  You may choose to update/restructure this work before you finally hand in your portfolio for assessment on the due date but, if you collect together your evidence as you progress through the semester, you will end up with a far better portfolio and much less catching up to do near the end.
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The City College HND in Business – Personal and Professional Development – September 2015    
Task 1 –  Understand how self-managed learning can enhance lifelong development
a) Carry out research into approaches to self managed learning and then make an assessment (evaluation) of those most likely to be of help to you in your personal and professional career development                                                                         
b) Evaluate the benefits of self managed learning for yourself and for any organization you might work for in the future and then suggest how you might link self managed learning to your own personal development plan in a practical fashion         
c) Now that you have begun to gain an appreciation of the benefits of self managed and lifelong learning, make suggestions for how these activities might be encouraged for the long term benefit of both individuals and organizations                                                                               
.
Task 2 – Be able to take responsibility for own personal and professional development
This task requires you to make an assessment of your current levels of management skills and identify areas on which to work during the period of this assignment.
a) Identify a list of important management skills then review and evaluate your own current level of performance in relation to each of them                      
b) Carry out a personal SWOT analysis and then list the activities required to carry forward the issues you have identified in each element of that analysis e.g. what might you be able to do to overcome your weaknesses? / how can you minimize the threats you have foreseen?                                                                                            
c) With your long term career development in mind, list your future development needs and identify specific ways of meeting them – these might be work-based or education-based or skills-based                                                                      



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