an article by Derek Cheung and Edith Lai (,The Chinese University of Hong Kong, Shatin) published in British Journal of Guidance and Counselling Volume 41 Number 2 (April 2013)
Abstract
The personal development of students is an essential component of school guidance and counselling programmes, but no published research on guidance and counselling has investigated the effects of regular classroom teaching on students’ self-efficacy for personal development.
In this study, questionnaire items were constructed to measure classroom teaching, student self-efficacy for personal development and student use of deep learning strategies. Data were collected from 16,208 secondary school students in Hong Kong. Using structural equation modelling, regular classroom teaching was found to have a direct effect on personal development self-efficacy as well as an indirect effect through student use of deep learning strategies.
Implications of these findings for implementing a whole-school approach to guidance and counselling are discussed.
Showing posts with label personal_development. Show all posts
Showing posts with label personal_development. Show all posts
Monday, 29 April 2013
Monday, 22 October 2012
Complex problem solving through action learning: implications for human resource development
an article by by Roland K. Yeo and Michael J. Marquardt (affiliation(s) not provided published in International Journal of Human Resources Development and Management Volume 12 Number 4 (2012)
Abstract
This paper argues that complex problems can be used as opportunities for action learning, and examines the interrelations between problem solving and action learning.
It suggests that managerial thinking and reflective action taking can be enhanced through complex problem solving. The paper contributes to theory and practice as it extends the literature on action learning by understanding its efficacy in the context of complex problems.
Much of the literature is concerned with learning and action taking without examining the complexity of problems as affecting the metacognition as associated with learning.
The paper brings a new practical dimension to action learning by expanding its scope on the problem, group, and action taxonomies to enhance human resource development (HRD).
Abstract
This paper argues that complex problems can be used as opportunities for action learning, and examines the interrelations between problem solving and action learning.
It suggests that managerial thinking and reflective action taking can be enhanced through complex problem solving. The paper contributes to theory and practice as it extends the literature on action learning by understanding its efficacy in the context of complex problems.
Much of the literature is concerned with learning and action taking without examining the complexity of problems as affecting the metacognition as associated with learning.
The paper brings a new practical dimension to action learning by expanding its scope on the problem, group, and action taxonomies to enhance human resource development (HRD).
Tuesday, 17 July 2012
Affirming entrepreneurial education: learning, employability and personal development
an article by Judith Crayford, Colm Fearon and Wim van Vuuren (CCCU, Canterbury, UK) and Heather McLaughlin (INLECOM, UK) published in Industrial and Commercial Training Volume 44 Issue 4 (2012)
Abstract
Purpose
This article aims to discuss the changing role of entrepreneurial education for promoting personal development, learning and employability skills.
Design/methodology/approach
The authors review key literature and policy from the EU, in conjunction with recent UK initiatives and organisations that are urging greater action to develop the skills and entrepreneurial mind-set necessary for the graduates of tomorrow.
Findings
There is a sense of urgency and change in mainstream higher education (HE) to promote and embed greater entrepreneurial and workplace skills among graduates. Students are expected to demonstrate greater employability skills and signs of the entrepreneurial mind-set that will help organisations innovate and succeed.
Originality/value
The article clearly makes the link between the need for personal development, employability skills and attributes of an entrepreneurial mind-set among graduates for the post-2011 workplace.
Abstract
Purpose
This article aims to discuss the changing role of entrepreneurial education for promoting personal development, learning and employability skills.
Design/methodology/approach
The authors review key literature and policy from the EU, in conjunction with recent UK initiatives and organisations that are urging greater action to develop the skills and entrepreneurial mind-set necessary for the graduates of tomorrow.
Findings
There is a sense of urgency and change in mainstream higher education (HE) to promote and embed greater entrepreneurial and workplace skills among graduates. Students are expected to demonstrate greater employability skills and signs of the entrepreneurial mind-set that will help organisations innovate and succeed.
Originality/value
The article clearly makes the link between the need for personal development, employability skills and attributes of an entrepreneurial mind-set among graduates for the post-2011 workplace.
Monday, 9 January 2012
Are you an Adult at Work?
via Lynda Gratton - The Future of Work by Lynda Gratton
Ms Gratton goes on to look at her own experiences of the last year and suggests that everyone asks themselves five questions. I’ll not spoil this for you – you really do need to read the advice for yourself. Warning: it’s not easy.
It’s been an exciting year – economic turmoil in Europe, extraordinary growth in many of the developing countries, the rise of some companies and demise of others. What is clear is that we are in the midst of an industrial revolution greater than the world has ever seen with all the turbulence, the challenges and the opportunities that previous revolutions have brought. Partly as a result of this, it seems to me that the relationship between companies and their employees is undergoing a fundamental shift. All over the world the old Parent to Child relationship is moving towards a potentially more balanced Adult to Adult relationship. This is generally good news – but don’t underestimate what this will mean to your working life and what you will have to do to make the most of it.
Ms Gratton goes on to look at her own experiences of the last year and suggests that everyone asks themselves five questions. I’ll not spoil this for you – you really do need to read the advice for yourself. Warning: it’s not easy.
- Am I letting my context overwhelm me?
- Am I a Technological Child?
- Am I in control of my competencies?
- Do I have the courage to make the hard choices?
- Am I making the most of the future?
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