Self-Managed Learning in the Context of Lifelong Learning

As a teacher it is important to know who you are as a learner because it allows for you to help improve your educational experience and to help increase your knowledge. It also allows for you to open your mind to remembering that every person and every student in unique and how they learn will be completely different from one another. This means that in one class you could have thirty unique learners and it will be your job to make sure that you make each child’s educational experience meaningful to them.

The educator and learner are both vital to the learning process in order to perform new ways that enable them to see the real world as their field of experience

Knowles posits that adult learners are self directed and autonomous. They are goal oriented, practical and must see and understand the relevance of any training. Adults bring an abundance of experience and knowledge, experiential learning, with them. Most importantly, “…adults need to be shown respect.” (Lieb)

The objective of this training is to impart knowledge, references, and key concepts to new corporate trainers that will increase their effectiveness in a Training & Development (T&D) department. This will be accomplished by answering five key questions:

Chapter eight provides comprehends treatment of one of the motivational conditions, competence. This chapter emphasizes the feeling of competence to a person has crucial impact to their life and underlines that competence is the most powerful of all the motivational conditions for adults. In the content, the author specifically described 12 different strategies about how to motivate them on learning and how to help adults become confident about what they have learned. To support adult learner, it is important to know their learning motivation and know how to motivate them. Finding ways to support adult competence while illuminating the socially redeemable of the individual’s increased effectiveness. This chapter’s strategies about learners’

Although this limitation can become a barrier for the experiential learning theory Rogers’ developed, it is possible for this to overcome this with patience. As the main purpose of this theory is to allow personal growth within the student, we must note that personal growth appears differently for each individual learner. The role of the facilitator is to help engage all types of students in self-motivated learning to help them improve their overall growth from significant information.

In March of this year, I became one of the Learn experts within my department. I am responsible for supporting the stock movement team in store to help set them up on this system, which logs all training they have to and/or has completed. This was set up in March alongside the 'Health and Safety Week' training this year which I took responsibility to run sessions, followed up by guiding them through the new system through our HR

Training courses are available for employees to learn new skills which could also be added to key success factors.

This personal essay outlines key plans for my personal and professional development and success in the future. It shows how I will achieve these goals through continuous learning even after I have graduated. Furthermore, it tries to help the reader understand the need for lifelong learning. It is hoped that this paper will help change the perception of many about the learning process done only within certain periods of their life time.

Effective training begins with managers who are able to create an environment that engages different learning types (multiple Intelligences). While it is important, to remember that none can be applied across the panel to all learners in all situations; nevertheless some interconnections are apparent. Blends of pedagogical and embracing various learning panaches help meet the need of a larger portion of the employees. Fundamentally vital is the well-defined material assembled in right sequences that must be presented in a simple positive language with the congruent flow optimally appropriate for the majority of the learners for better learning results. It is noteworthy, to recognize that language proficiency and fluency are not

1. Implementing In-House Training Teams can be an amazing way for organizations to directly impact the training expense of a company. By creating a team of staff members who are highly committed to the idea of training and teaching others, an organization can save potentially tens of thousands of dollars per year. There is a trick though: The team must be implemented appropriately. Poorly implemented in-house teams can quickly have the reverse effect on the bottom line, stealing resources and costing money and time. The keys to an effective training team are 1) they’re created with the necessary goals, vision and authority to promote their terminal objective, 2) they must be trained by an expert or model trainer, not just on the subject matter, but on how to effectively ‘teach’ others, and 3) they must meet regularly to assess their work, strategize for upcoming training requests and receive refresher training courses to hone their skills. (View an excerpt from our module)

A training plan has been devised to go in line with the company’s goal which consists of the Vision, Mission and Core Values.

A student has the ability to learn without a teacher. However, the Law of the Teaching Process creates the background for a teacher to guide a student on the path to more knowledge. A teacher should establish a safe environment that encourages thinking to help students learn “the unknown by the way of the known” (84). Acquiring their knowledge and increasing their mental power correlates to the aims of a teacher as they guide students. While a teacher is to be passionate in laying out knowledge, the really work of an education, acquiring knowledge, is the work of the student. A student learns by discovery and information stores as the student interprets the new information.

M - Relevance and authenticity in instruction really stood out as memorable to me this week. It is mentioned that “connection to real meaning can make or break learning” (Reiser and Dempsey, p. 58). I completely agree that teaching skills in isolation or without any real connection can result in temporary memorization, but no long-term retention or the ability to transfer that knowledge to new situations. I appreciate the authors pointing out that to maximize the likelihood of meaningful learning occurring, students need to “... work on problems that a) mean something to them personally and b) are rich and complex enough to invoke real expertise” (Reiser and Dempsey, p. 58). If students are shown that the knowledge is relevant and needed in real-world situations, they are more likely to internalize the information for long-term use. This is an area that I need to make sure is addressed in my instruction going forward.

In order to adhere to its vision, NTUC also provide skill upgrading workshops and trainings to workers to ensure they remain employable and the same time increasing productivity in the companies thus it will also increase the economics of Singapore.