...Dispositional and Learning Theories PSY/405 August 30, 2012 Instructor Stacy Page Personality Analysis: Dispositional and Learning Theories The revision and analysis of personalities provides a restored knowledge for human behaviors and the progression in which individuals understand. Theorists had endeavored for a long time realizing further theoretical methodology. Gordon Allport researched the personalities of people for the reason that that methodology provide further meaning or characterization to individual distinctiveness and give emphasis to the distinctiveness of the person (Feist & Feist, 2009). Depicting a person with universal personality merely categorize individuals as a crowd or group. Nevertheless, Allport alleged to exactly distinguish an individual is through the means of being familiar with the individuals as personal. Individuality shows each individual be distinct and unique, no one person is alike in a way; for the reason that individuals have distinctive personalities and the capabilities to understand is atypical as well. Albert Bandura’s social cognitive theory observed the behavior in which individuals understand. Observational learning tolerates individuals to find out lacking actions or responsibilities (Feist & Feist, 2009). Principally people do find out through own encounters although learn as well from looking at different job and achievements of other people. Generally significant reasons which supply...
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...A Personal and Professional Development Portfolio Contents Introduction 3 1.1 Evaluate approaches to self-managed learning 4 Seminars and Conferences 5 Social Networks and bulletin boards 5 Surfing the different website with Internet 5 Learning from others 5 Learning through research 6 News groups, Mentoring/coaching, Interviews 6 1.2 Propose ways in which lifelong learning in personal and professional contexts could be encouraged 6 1.3 Evaluate the benefits of self-managed learning to the individual and the organization 7 2.1 Evaluate own current skills and competencies against professional standards and organizational objectives 8 2.2 Identify own development needs and the activities required to meet them 9 2.3 Identify development opportunities to meet current and future defined needs 10 2.4 Devise a personal and professional development plan based on identified needs 10 3.1 Discuss the processes and activities required to implement the development plan 11 3.2 Undertake and document development activities as planned 12 3.3 Reflect critically on own learning against original aims and objectives set in the development plan 13 3.4 Update the development plan based on feedback and evaluation 14 4.1 Identify the reasons for cessation of employment with an organization 15 4.2 Describe the employment exit procedures used by two organizations 16 4.3 Consider the impact of the legal and regulatory framework on employment cessation...
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...A concise, brief summary of chapter 6 from Psychology for language teachers What makes a person want to learn? Motivation in language learning Motivation is one of the crucial factors influencing learning. It simply means the want to learn. Motivation overlaps with interest, curiosity and desire to achieve. In a cognitive approach to motivation, the focus is upon ways in which individuals make sense of their own learning experiences. It says that individuals are motivated initially by their conscious thoughts and feelings. Psychological approaches to learning have changed so noticeably in recent years. If we broaden a cognitive perspective on motivation, we can reach to what is meant by social constructivist view. Early psychological views on motivation Behaviorists did lots of researches in laboratories and clearly observed what animals behaved in order to meet their needs and generalized these phenomena to human beings: Dog bell salivation searching food meeting biological needs According to the above mentioned model, behaviorists believed that motivation should be considered in terms of biological needs i.e. what biological needs have to be met during the early learning stages. Also the kind of reward or reinforcement is very important. In other words behaviorist sought to define motivation just in terms of external forces. They only believed that some special circumstances...
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...MGT 585-02W Fall 2013 Case Analysis Does this milkshake taste funny? George Steins’ Ethical Dilemma * Discuss all of the reasons why you believe George might act unethically and remove the filters, allowing the maggots to remain in the mix. The first reason George might act unethically is due to Social Learning Theory. “Analysis revealed that perceived learning opportunities were shaped, enabled, and constrained by a variety of social, cultural, structural, and process-related imperatives. This was manifested through two learning systems: (1) a formal learning system directly managed by the organization and (2) an informal system that was fostered through strong social networks and driven by the organizational culture. From this investigation, we posit a social theory of learning, which encompasses sharing knowledge and experience through social interaction” (O’Toole, 2011). This is an article for developing learned systems by the Australian Army in their ‘fighting for knowledge’ campaign to understand learned systems in a military setting. Using a focus group of over 150 armed personnel to understand some of the cultural and social systems enforced. Social theory is a theory that states that we learn through observation and our direct experiences with others (Robbins. 2013). The social learning theory is enacted by both formal learning systems, decreed through management, and informal social networks. In the case George is faced with an ethical dilemma. There is an...
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...Management of Change Why is the concept of a learning organisation so important to the future of Healthworks Limited? Organizations have recognized the commercial significance of organizational learning and the concept of the ‘learning organization’ has been a vital orienting point in this. Writers have required to identify model, or ideal forms, ‘which real organizations could attempt to emulate’ (Easterby-Smith and Araujo 1999: 2). In this sense the learning organization is an ideal, ‘towards which organizations have to progress in order to be able to respond to the various pressures they face (Finger and Brand 1999: 136). It is characterized by a recognition that ‘individual and collective learning are key to success. The concept of learning organization is so important to the future of Healthworks Limited because company wants to provide their best products and services to their customers, as many of its staff have few formal qualifications and they have had unpleasant experiences of learning and development. Senior Management team at Healthworks wants to become serious about becoming a learning organization. The challenge facing managers today is to make the attempt needed to learn some of the new skill and techniques, and to put in processes that connect their workforce in programmes of continuous capability development. Learning should be incorporated into the doing, as part and parcel of everyday work. It should also be energising, inspiring and fun. Getting the...
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...When googling reasons to volunteer there several websites with different lists of reasons but one thing always remained the same list to list; ‘to help’ always remained towards the bottom of the list if it was included at all. And ‘valuable on a resume’ always ranked near the top. Over the years we have lost sight of why volunteering is so important. One of the biggest issues with service-learning and volunteering is that it teaches a false sense of need in the community and how to respond to this need. Service-learning teaches a false sense of need and what created the need. Often times need is seen as a lack of something the client needs or wants. The deficiency is placed solely on the client rather than in the system. Service-learning...
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...Social tourism According to the survey in 1985, there were nearly 40% of respondents in the UK could not participate in an annual trip because of economic barriers. Furthermore, another important reason for 14% respondents could not take an annual trip was “personal disability”. Even though there is a connection between poverty and disability, large amounts of poor people whose poverty proved to have no connection with disability. Therefore, it is highly possible for low income families to take trips annually by adopting some measurements. It is necessary for people to take trips annually. 63% of respondents considered leaving home and taking a one-week trip yearly is essential, and fail to take trips annually may cause a sense of deprivation (Hughes, 1991). Moreover, the benefits of participation in tourism have been proved in terms of economy and social life. In addition to benefits of economy and society, individuals in society can get rest and recovery as well as the chance for learning and intercultural communication through the tourism experience. In order to provide equal chances for low-income and disabled families to enjoy tourism, social tourism as a part of social policy has been developing over the years. Hunziker explains Social Tourism as the phenomenon in tourism industry caused by participation in tour by economically disadvantaged or other disabled elements in society (Hunziker, 1951). Though there are various explanations to the concept of social tourism,...
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...(for use in the classroom only) ISSUES RELATING TO ADULT LEARNING Learning is the basic objective of all the training and development activities. If people have not learnt what they were suppose to learn from a HRD program; then the program should be called as a failure. It is, therefore, very important for HRD professionals to understand the major concepts and research findings related to learning. Learning may be defined as the process of acquiring, assimilating, and internalizing inputs for their effective and varied use when required, leading to an enhanced capability for further self monitored learning. It is any relatively permanent change in behaviour that occurs as a result of experience. The change often is an increased capability for some type of performance. Basic learning styles of the participants Every individual has a unique way of gathering, absorbing, processing and internalizing inputs for learning purpose. This constitutes an individual’s learning style. It must, however, be remembered that the learning style of an individual is neither always explicit nor enduring. An individual modifies it in light of the situations and experiences. Even in a training program, a participant may change the learning style, depending on the opportunities available for learning. It may be noted that a participant's learning style is not necessarily a measure of his/her intellect and learning abilities. It only suggests a preference for the manner in which...
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...Plan Patricia Grand Canyon University: EDA 575 November 28, 2012 Simply defined, motivation is the desire to complete an action. Whether it is due to a physiological, behavioral, cognitive or social need, that desire to achieve a certain goal is present. The way one is motivated plays a part in how successful he/she will be in completing the set goal. With regards to the learning and work environment, the use of effective motivational components will be beneficial to all when it comes to completing necessary tasks. Throughout the years, many theories of motivation have been developed. This paper will address the findings behind the Goal-Orientation Theory, the Self-Determination Theory and the X and Y Theories and how they relate to education. The foundation of the Goal-Orientation Theory focuses on the question “why.” When individuals are given a task, why do they pursue it? In other words, what are the reasons for performing different tasks? These reasons influence the level of success that the individual has in accomplishing the goal. According to the 2 x 2 model redesigned by Elliot and McGregor (McCollum & Kajs, 2009, p4), there are four goal orientations. These goal orientations are derived from the correlation between mastery and performance goals and the reasons of avoidance and approach: mastery-approach, performance –approach, mastery-avoidance, and performance – avoidance. When looking at the different goal orientations, one will be able to associate a more...
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...structure that best fits your own subject. All of the points here need to be addressed, but there are variations in order. Introduction * Present the Subject. Write a paragraph introducing the subject to the reader by 1) Over-viewing the “big-picture” of your subject, its influence on people, why it’s important to evaluate, and 2) Establish the evaluative criteria you will be using to prove your thesis. 1. The Inclusion of Students with Special Education Needs Post Primary Guidelines (DES, 2007) is a document outlining the requirements that must be met by Irish teachers in relation to special needs students. Incorporating special needs learning within post primary schools is a national and international development that has progressed hugely in recent years. The recent notable increase of diverse learners enrolling in mainstream schools means that set guidelines must be enforced around Irish schools to ensure that each and every student with special needs receives their best opportunity at full time education. These guidelines act as a template for not only teachers, but for parents and special needs assistants alike, as it advocates a whole-school approach to policy development and implementation. This approach enables the management and teachers of a school to work within a co- ordinated strategic structure and to contribute effectively to the running of appropriate education for these special needs students. 2. Therefore, this manuscript acts as a pivotal document...
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...Module 6 Organizational leadership 3 marks 1) What do you mean by “charisma”? Ans: Charisma is a trait found in individuals whose personalities are characterized by powerful charm and magnetism (attractiveness) and superior capabilities of interpersonal communication and persuasion. According to Weber, charisma is a pure form of authority based on the gift of divine grace. The term charisma is applied to a certain quality of an individual personality by virtue of which he is considered extraordinary and treated as endowed with supernatural, superhuman, or at least specifically exceptional powers or qualities. 2) Who is a charismatic leadership? Ans: Charismatic leadership is a leadership based on the leader’s ability to communicate and behave in ways that reach followers on a basic, emotional way, to inspire and motivate. 3) Define the term “transactional leadership”. Ans: A transactional leader is one who guides and motivates his follows in the direction of establish goals by clarifying role and task requirements. It involves exchange relationship between leader and the followers. It is a perception for mediocrity and that transformational leadership leads to superior performance in organization facing demands for renewal and change. 4) Differentiate between transformational and transactional leadership...
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...Chris Watson. Feb 2015 L3 in Education and Training Principles of Learning ( Objective 3.1 ) In 1938 John Dewey first put forward the idea that education should be concerned with experience – as opposed to abstract knowledge. This was an important shift in emphasis from traditional models of learning which saw the acquisition of knowledge for its own sake as a prima facia. This acknowledgement of self direction and personal experience as reflected in the emerging humanistic school of psychology at the time; provided the foundation for contemporary adult learning theory which centres on a student centred active model where the student is seen as an active participant in the learning process. It is this contemporary approach which has been adopted in most FE / HE sectors today. In ‘Towards an Applied Theory of Experimental Learning’ 1975 D. Kolb and R. Fry produced a cyclical model of the learning process which emphasised the active engagement of the learner through their own personal experiences. [pic] Kolb’s cycle consisted of four stages. The first Concrete Experience can be planned or accidental; the second Reflective Observation involves the learner actively thinking about the experience and its significance. Abstract Conceptualisation ( theorising ) is where the learner generalises from their experience so they can develop various ideas or concepts which can be applied in other similar situations. At the fourth stage, of Active Experimentation testing...
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...Although, most College of Business Administration teachers prefer to use the conventional way of teaching, management students would learn best through the learning-by-doing/Constructivist approach because it provides first had experience in the business world and it challenges students way of thinking. Introduction: Business education and learning has become challenging over the last few years. The knowledge gained in university education is met until they write and pass their examinations (Gill &Lashine, 2003). Transferring knowledge from the classroom to the workplace has become one of the most important goals of business education. Basic skill development along with sound knowledge of workplace environment has become crucial in the education scenario. Whilst the most important skills needed for the business graduate in this era of globalization are technical skills, analytical skills, communication skills, multi-disciplinary and inter-disciplinary skills (Gill & Lashine, 2003) and whereby universities are educating and training students for the labour market to be professionals and business specialists, academicians still face a great challenge in making students comprehend business concepts and theories at the initial levels. I. Only a small number of College of Business Administration teachers favour to use the learning-by-doing/constructivist approach way of teaching. Some are still at ease using the traditional way of teaching. A. Teachers believe that the conventional...
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...different personality types and learning styles within the team in order to understand where everyone is coming from. By being knowledgeable of the characteristics that make up the other learning styles and personality types, each member of the group will be able to develop a strategy to communicate effectively and collaborate with the other students in a group. After completing the Multiple Pathways to Learning and the Personality Spectrum assessments, I discovered that my learning style is that of a Visual-Spatial individual and my personality type is dominant as an Organizer. This information is vital as a student because I can use this knowledge to maximize my study habits/techniques while continuing my education. In addition to knowing what works best as a student, it is equally important to be aware of the other learning styles and personality types so I can work well with other students. In addition to the Visual-Spatial style of learning that I am dominant in, there are a number of other learning styles that may make up a group. These styles of learning include Verbal-Linguistic, Interpersonal, and Logical-Mathematical ways of learning. According to Carter, Bishop, & Kravits (2007), an individual dominant in the Verbal-Linguistic style of learning can “remember terms easily” is good at “understanding syntax and word meaning” and enjoys “explaining, teaching, learning, using humor.” In order to effectively communicate and work with this individual, I would convey my messages...
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...it is a learning organization Introduction With the advance of economy, the competitions between enterprises are increasingly fierce. The research about organizational learning (OL) can be traced back to 1970s, Argyris and Schön gave a definition that diagnoses and corrects the mistake of organizations. Later, Huber (1991) published one of the most superior views about OL that during the processing of information, if the organizations’ potential behavior is changed, organizational learning has been generated in this process. Until Senge published his book named “THE FIFTH DISCIPLINE-The art & Practice of the learning organization” in 1990, the research of organizational learning enters to the climax. Basic meaning of the learning organization is that an organization is continuous expending to create its future and it has been aimed to growth the ‘knowledge intensity’ of enterprises (Senge, 1990). However, whether in theory or practice in enterprises, learning organization and organizational learning are extremely easy to confuse the two concepts. Generally, many people believe that organizational learning and learning organization are two interchangeable concepts; but from the academic point of view, the two thoughts closely related while having qualitative difference. Just like the title says, a learning organization is not an organization, which can learn. This article will start from the definition of organizational learning and learning organization...
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