Developing Self and Others

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Contents
Summary
Introduction
Findings:
Section 1: Know how to identify development needs
Assessment Criteria (AC)
AC1.1 Identify your own learning style(s) and the learning style(s) of another member of the team. AC1.2 Using a simple technique for identifying own development needs and the development needs of another member of the team. AC1.3 Identify potential barriers to learning

AC1.4 Explain how barriers to learning can be overcome
Section 2 Know how to develop self and others to achieve organisational objectives AC2.1 Briefly analyse learning/development options to meet need(s) of self and another member of the team AC2.2 Identify support mechanisms for the development of self and another member of the team AC2.3 Prepare a development plan to achieve a learning objective for self or another team member AC2.4 Describe a method that could be used to monitor the development of self and another member of the team Conclusion

Summary
This assignment discusses the elements to be considered when developing yourself and others. Firstly, identifying learning styles using the Honey and Mumford Learning Styles Questionnaire, and then identifying development needs derived from the SWOT analysis. Potential barriers to learning and how they can be overcome are discussed. Developing self and others can be achieved by analysing learning options, identifying the support mechanisms available and developing a personal development plan. This is a living document that considers potential barriers and how they can be overcome. It can be monitored and reviewed to ensure it is a working document. Introduction

The Western Trust's vision is "To provide high quality patient and client-focused Health and Social Care services through well trained staff with high morale" They hope to achieve this by developing growth and development of staff. With this in mind this assignment discusses how to develop yourself and others when a front line manager.

AC 1.1 Identify your own learning style(s) and the learning style(s) of another member of the team. Understanding our naturally preferred learning style maximises learning potential. In 1986 Honey and Mumford developed a Learning Style Questionnaire building upon Kolb and Fry’s Experiential Learning Cycle (1975) (appendix 1). Bussinessballs.com explains,

“Kolb says that ideally this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences. “ Honey and Mumford identified four styles of learning ('activist', 'reflector', 'theorist', and 'pragmatist') which had much in common with Kolb's work and had strong correlations with the learning cycle. My colleague and I completed the questionnaire and the scoring to identify our learning styles (appendix 2). The implications of the preferred learning styles are outlined in appendix 3. Highest scores as reflectors mean we can make the best use of this style. Reflectors like to view the situation from different perspectives. They like to collect data, review and think carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. Observation skills are listed on personnel specification for care assistant (appendix 4). Monitoring and evaluating are specific duties listed on DCW job description (appendix 4). These are duties suited to reflectors. To become more effective learners in other situations my scores reflect the need to develop both the theorist and pragmatist styles of learning. My colleague’s scores reflect that she could benefit from development in all four learning styles...
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