Of course, change isn't just about technology.
We also face change in our jobs and in our personal lives. Coping
with change, i.e. planning, goal-setting, make decisions, problem-solving,
time management etc. requires self-management skills. For example,
when someone starts a new job, they have to learn what the job
is about, they learn about their co-workers, and they learn the
company policies and rules. People also face change at home:
children are born and grow up, relationships are formed and sometimes
break down, we move to a new house or a new town. When you think
about it, nothing seems to stay the same for very long.
is also important to discuss how your program will measure
student progress. This can lead to a discussion about formal
demonstrations of learning, informal assessment, academic testing,
self-assessment and the specific ways your program measures
and documents progress. Self-assessment is an important
part of self-management/self-direction and will
be discussed in
greater detail further on in this module.
skills should also be related to employment, especially for
those learners with immediate employment goals. Employers
frequently point out that they are prepared to train new
workers provided those workers already have the personal
management skills essential for being an effective employee.
Employers do not have the time or the inclination to provide
training on self-management and self-direction; their training
focus is on the specific skills required to perform the job.
of self-management/self-direction skills can be helpful
in identifying barriers to learning. For example, some
students might have trouble learning because they haven't
identified goals and therefore aren't working on
things of interest and/or relevance to them. By working
on skills related to goal-setting, the students can better
determine their learning paths. To choose another possible
scenario, a student might not be getting as much work accomplished
as originally anticipated. In this situation, the literacy
instructor or tutor might want to incorporate some time
management strategies into the learner's curriculum.
(Of course, there could be many other reasons such as learning
disabilities, the work isn't relevant to the learner's
goal, stress, etc.) Barriers to learning can be multi-faceted
and complex, but self-management/self-direction skills
are a good place to start working with the student to reduce
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