Personal Development Plan
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2021 Personal Development/Work-Life Topics
2021 Personal Development/Work-Life Topics ComPsych® workshops provide valuable learning for employees and increase visibility and utilization of the GuidanceResources® benefit. Topics are designed and written by our internal staff of psychologists and adult learning experts. These 45-60 minute programs are informative and engaging. A minimum of 30 days is requested for scheduling sessions to ensure the training date is available and to secure the most qualified facilitator for the selected topic. A minimum of eight participants and a maximum of 35 participants are recommended. GuidanceResources® Program Orientation Employee and supervisory orientations are an integral part of the ComPsych® program. Based upon customer needs, employee locations, population concentration, along with HR policies, ComPsych® will help facilitate a smooth schedule for program roll-out or to reintroduce the services. The purpose of these orientations is to introduce the services, stress the professional and confidential nature of the benefit, and relate the methods of accessing help. Personal Development/Work-Life Workshops Management Support • Building Your Child’s Self-Esteem • Talking To Kids About Violent Events • Addressing Employee Performance • Communicating the Tough Stuff to Your With Widespread Media Coverage Issues in a Supportive Way* Child: Drugs, Alcohol, Sex and Peer • Talking to Your Child About Tough Issues • Managing Staff Through Stressful Pressure Affecting the Family Situations* • Discipline That Works • The Successful Single Parent • Managing -
Part 1 - Personality Development
PART 1 - PERSONALITY DEVELOPMENT CHAPTER 1: PERSONALITY Personality is the sum total of ways in which an individual reacts and interacts with others. Or Personality is generally defined as the deeply ingrained and relatively enduring patterns of thought, feeling and behavior. In fact, when one refers to personality, it generally implies to all what is unique about an individual, the characteristics that makes one stand out in a crowd. Personalities is the sum total of individual’s Psychological traits, characteristics, motives, habits, attitudes, beliefs and outlooks. Personality determinants: Heredity : Heredity refers to those factors that were determined at conception. Physical structure, facial attractiveness, gender, temperament, muscle composition and reflexes, energy level, and biological rhythms are characteristics that are generally considered to be either completely or substantially influenced by who your parents were, that is by their biological, physiological and inherent psychological makeup. Environment : The environmental factors that exert pressures on our personality formation are the culture in which we are raised, our early conditioning, the norms among our family, friends and social groups, and other influences that we experience. The environment to which we are exposed plays a substantial role in shaping our personalities. Situation : A third factor, the situation, influences the effects of heredity and environment on personality. An individual’s personality although generally stable and consistent, does change in different situations. The varying demand of different situation calls forth different aspects of one’s personality. We should not therefore look upon personality patterns in isolation. Self Awareness: Self Awareness knows your motivations; preferences, personality and understanding how these factors influence your judgment, decisions and interactions with other people. -
Thesis Personal Growth Initiative and Calling
THESIS PERSONAL GROWTH INITIATIVE AND CALLING: INTRINSIC MOTIVATION AT WORK Submitted by John Jurica Department of Psychology In partial fulfillment of the requirements For the Degree of Master of Science Colorado State University Fort Collins, Colorado Summer 2014 Master’s Committee: Advisor: Bryan Dik Susan Anderson Gwynith Fisher Copyright by John Jurica 2014 All Rights Reserved ABSTRACT PERSONAL GROWTH INITIATIVE AND CALLING: INTRINSIC MOTIVATION AT WORK This study examined relationships between personal growth initiative, which is a desire to actively engage in conscious self-improvement, and the vocational construct of calling, which is defined as a sense of meaning derived from work that is pro-social and emanates from a transcendent summons. The study also examined how personal growth initiative and calling variables were related to positive well-being variables and career development variables. The participants (N = 297) were undergraduate students enrolled in a psychology course at a large public university in the western United States. The results suggested that personal growth initiative can be incorporated into the prevailing model of calling in multiple ways. First, evidence suggested that it may function as a predictor of presence of calling. Second, personal growth initiative may function as a moderator between presence of calling and living a calling. Finally, there was evidence that personal growth initiative may be a mediator between presence of calling and positive criterion variables, including life satisfaction and work hope. The results also suggested that living a calling may not be an important goal for college students, which provides evidence for the possibility that a sense of calling has different effects for individuals in different stages of career development. -
The Relationship Between Self-Efficacy, Goal-Setting and Achievement Motivation Among Final Year Students at a Selected University in the Western
THE RELATIONSHIP BETWEEN SELF -EFFICACY, GOAL-SETTING AND ACHIEVEMENT MOTIVATION AMONG FINAL YEAR STUDENTS AT A SELECTED UNIVERSITY IN THE WESTERN CAPE PROVINCE BY SAMANTHA DAVIDS STUDENT NUMBER: 2944779 A thesis submitted in partial fulfilment of the requirements for the degree of MASTERS COMMERCII In the DEPARTMENT OF INDUSTRIAL PSYCHOLOGY At the UNIVERSITY OF THE WESTERN CAPE November 2015 Supervisor: Dr. Bright Mahembe Prof Elza Thompson The financial assistance of the National Research Foundation (NRF) towards this research is hereby acknowledged. Opinions expressed and conclusions arrived at, are those of the author and are not necessarily to be attributed to the NRF. THE RELATIONSHIP BETWEEN SELF-EFFICACY, GOAL-SETTING AND ACHIEVEMENT MOTIVATION AMONG FINAL YEAR STUDENTS AT A SELECTED UNIVERSITY IN THE WESTERN CAPE PROVINCE Samantha Davids KEYWORDS: Motivation Student Motivation Intrinsic Motivation Extrinsic Motivation Content theories Process theories Achievement Motivation Goal-setting Self-efficacy Sources of Self efficacy ii ABSTRACT The relationship between self-efficacy, goal-setting and achievement motivation among students in their final year at a selected university in the Western Cape Province S. A. Davids Master of Commerce thesis, Department of Industrial Psychology, University of the Western Cape. The purpose of the study was to investigate the relationship between self-efficacy, goal-setting and achievement motivation among students in their final year at a selected university in the Western Cape Province. The sample consisted of 128 final year students who were asked to complete a questionnaire. The questionnaires comprise a section on the biographical information of the participants as well as sections containing the, Academic Self-Efficacy Scale, Achievement Motivation Scale and a Goal Setting Questionnaire. -
Goal Setting Workbook
Workbook for Goal-setting and Evidence-based Strategies for Success Complete Workbook by Caroline Adams Miller, MAPP Author of Creating Your Best Life: The Ultimate Life List Guide Table of Contents Introduction .................................................................................................................... 5 Theme One: Flourishing ................................................................................................. 6 Why Does Flourishing Matter? ................................................................................... 6 Success Flows from Happiness ................................................................................ 6 The Positivity Ratio .................................................................................................. 7 From the Source: Martin Seligman on Flourishing ................................................... 8 Jolts of Joy ................................................................................................................... 9 Happiness Boosters Worksheet ..............................................................................11 Introducing Character Strengths .............................................................................. 12 Exploring Your Own Character Strengths ............................................................. 13 Looking Back: Me at My Best ................................................................................ 14 Find Your Person-Activity Fit .................................................................................. -
Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics
International Journal of Instruction October 2020 ● Vol.13, No.4 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 1-16 Received: 21/08/2019 Revision: 15/03/2020 Accepted: 01/04/2020 OnlineFirst:02/07/2020 Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics Jacklyne D. Sides University of North Georgia, USA, [email protected] Joshua A. Cuevas Assoc. Prof., University of North Georgia, USA, [email protected] Goal setting is utilized by adults regularly to foster success. It has also been shown to benefit academic achievement. This 8-week study sought to determine the effects of goal setting on motivation, self-efficacy, and math achievement in elementary students. The quasi-experimental study included 70 students in 3rd and 4th grade math classes. Students in the experimental group were involved in setting an achievement goal for fluency of multiplication facts. The students monitored their progress through a weekly graphing and reflection activity. The results indicated that elementary students involved in setting goals showed an increase in their mathematical performance of multiplication facts. However, based on the results from this study, goal setting did not have an impact on motivation or self- efficacy. These results support the concept of goal setting theory in the academic setting, suggesting that it may be beneficial for teachers to include goal setting in their day-to-day instructional practices, though further research on its effect on affective traits is warranted. Keywords: goal setting, motivation, self-efficacy, elementary, mathematics, goal setting theory INTRODUCTION There is ongoing research to determine the best methods for how to assist students in achieving academic success. -
Redalyc.How Setting Goals Enhances Learners' Self-Efficacy Beliefs In
HOW ISSN: 0120-5927 [email protected] Asociación Colombiana de Profesores de Inglés Colombia Ballesteros Muñoz, Liliana; Tutistar Jojoa, Silvana How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension HOW, vol. 21, núm. 1, abril-septiembre, 2014, pp. 42-61 Asociación Colombiana de Profesores de Inglés Bogotá, Colombia Available in: http://www.redalyc.org/articulo.oa?id=499450631004 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension Cómo el diseño de metas promueve las creencias de auto-eficacia en la comprensión auditiva* Liliana Ballesteros Muñoz [email protected] IED Ciudadela Educativa de Bosa, Colombia Silvana Tutistar Jojoa [email protected] IED Miguel de Cervantes Saavedra, Colombia This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based) and learning English in Colombia concerning a foreign language learners’ self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia. The results revealed that self-efficacy was highly positive when related to goal setting as students were able to set SMART goals to improve their listening comprehension and learners showed improvement in self-efficacy beliefs and felt more motivated while completing listening tasks related to songs. Furthermore this study shows that goal setting training can be incorporated successfully into the English as a foreign language classroom. -
Building a Practically Useful Theory of Goal Setting and Task Motivation a 35-Year Odyssey
Building a Practically Useful Theory of Goal Setting and Task Motivation A 35-Year Odyssey Edwin A. Locke University of Maryland Gary P. Latham University of Toronto The authors summarize 35 years of empirical research on largely ignored, however, except for a citation in Ryan’s goal-setting theory. They describe the core findings of the classic text with Smith on industrial psychology (Ryan & theory, the mechanisms by which goals operate, modera- Smith, 1954). tors of goal effects, the relation of goals and satisfaction, Goal-setting theory was formulated inductively and the role of goals as mediators of incentives. The largely on the basis of our empirical research conducted external validity and practical significance of goal-setting over nearly four decades. It is based on Ryan’s (1970) theory are explained, and new directions in goal-setting premise that conscious goals affect action. A goal is the research are discussed. The relationships of goal setting to object or aim of an action, for example, to attain a specific other theories are described as are the theory’s limitations. standard of proficiency, usually within a specified time limit. As industrial–organizational psychologists, our pri- mary interest has been to predict, explain, and influence performance on organizational or work-related tasks. Thus, n the 1950s and 1960s, the study of motivation in we focused on the relationship between conscious perfor- North American psychology was not considered a re- mance goals and level of task performance rather than on Ispectable pursuit. The field was dominated by behav- discrete intentions to take specific actions (e.g., to apply to iorists, and “motivation” was argued by them to lie outside graduate school, to get a medical examination). -
Leadership Development
81935_NMAC_cvr 8/18/03 2:41 PM Page 1 ORGANIZATIONAL EFFECTIVENESS SERIES Needs Program Assessment Development Fiscal Strategic Management Planning Volunteer Grant Technology Management Writing Development Human Resources Surviving an Audit Board Development Program Evaluation Faith-Based Starting a Leadership Nonprofit Development Leadership Development LEADERSHIP DEVELOPMENT 81935_NMAC.qxd 8/18/03 2:32 PM Page 1 Dear Colleague, On behalf of the National Minority AIDS Council (NMAC), thank you for picking up this manual and taking a step toward increasing your capacity in this struggle. As we enter the third decade of HIV/AIDS, it is more important than ever to develop our skills and knowl- edge to better serve our communities and our constituents. NMAC, established in 1987 as the premier national organization dedicated to developing leadership within communities of color to address the challenge of HIV/AIDS, works proa- ctively to provide skill-building tools for our community. One such tool is the manual that you hold in your hands. The Technical Assistance, Training and Treatment Division’s mission to build the capacity and strength of community-based organizations, community planning groups for HIV prevention and health departments throughout the United States and its territories is supported through a multifaceted approach. This approach includes individualized capacity- building assistance, written information (manuals, publications and information provided through NMAC’s website and broadcast e-mail messages) and interactive learning experi- ences (trainings). All components are integral to providing a comprehensive capacity- building assistance experience, as opposed to offering isolated instances or random episodes of assistance. After undergoing a revision of existing curricula and publications and an expansion of our current catalog of subject areas to include more organization infrastructure topics, NMAC is proud to present you with this new manual, Leadership Development. -
Goal Setting in Sport and Exercise: Results, Methodo- Logical Issues and Future Directions for Research1
View metadata, citation and similar papers at core.ac.uk brought to you by CORE 2 -weinberg 02/04/03 16:29 Página 115 provided by Diposit Digital de Documents de la UAB GOAL SETTING IN SPORT AND EXERCISE: RESULTS, METHODO- LOGICAL ISSUES AND FUTURE DIRECTIONS FOR RESEARCH1 Robert S. Weinberg* RESUMEN: El propósito de este artículo es proporcionar una visión general respecto a la investigación en el campo del establecimiento de objetivos y el rendimiento en situaciones deportivas y de ejercicio físico. La mayor parte de las primeras investigaciones en este campo pertenecían al área de la organización y la industria, y únicamente en los últimos diez años los investigadores se han centrado en las situaciones deportivas y en el ejercicio físico. Se han dado a menudo hallazgos controvertidos, debidos en parte al empleo de métodos demasiado directos y en parte a que los dos marcos (organización/industria y deporte) difieren bastante. Estas diferencias se dan respecto a las características de la tarea, el tipo de situación, las dificultades del objetivo, los objetivos personales y la aparición de fijaciones espontáneas de objetivos. Estas variables se consideran como mediadores potenciales de la relación entre las distintos fijaciones de objetivos. Recientemente, Weinberg y cols. han entrevistado atletas universitarios respecto a sus prácticas de establecimiento de objetivos, y han observado que una investigación de tipo más cualitativo nos permitiría 1 Portions of this article are based on an article by from: Weinberg, R. S. (1994). Goal setting and performance in sport and exercise settings: A synthesis and critique. Medicine and Science in Sport and Exercise, 26, 469-477. -
Counselor Education: a Personal Growth & Personal Development
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by NDSU Libraries Institutional Repository COUNSELOR EDUCATION: A PERSONAL GROWTH & PERSONAL DEVELOPMENT EXPERIENCE A Dissertation Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Melissa Nicole Naslund In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Major Program: Counselor Education July 2015 Fargo, North Dakota North Dakota State University Graduate School Title Counselor Education: A Personal Growth and Personal Development Experience By Melissa Nicole Naslund The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of DOCTOR OF PHILOSOPHY SUPERVISORY COMMITTEE: Dr. Jill Nelson Chair Dr. Kristen Benson Dr. Brenda Hall Dr. Robert Nielsen Approved: 7-8-2015 Dr. William Martin Date Department Chair ABSTRACT A basic qualitative design was implemented to better understand the personal growth and personal development of seven master’s level counseling graduates in the mid-western United States. Three foundational questions were used to guide the study: (1) How do master’s level counseling students experience personal growth and personal development during the master’s level counselor-training program? (2) What parts of the master’s level counselor-training program contributed most to students’ personal growth and personal development? (3) How do master’s level counseling graduates conceptualize how their personal growth and personal development have impacted their professional identity and their present work with clients? To address these questions, seven interviews were conducted with professional counselors who had graduated from a CACREP-accredited master’s level counseling program between the years of 2005 and 2013. -
Differential Rationality and Personal Development
DOCUMENT RESUME ED 446 634 HE 033 483 AUTHOR Fincher, Cameron TITLE Differential Rationality and Personal Development. PUB DATE 1977-07-00 NOTE 35p.; Paper prepared for a workshop on "Conceptual and Administrative Leadership in Student Personnel Divisions" (Columbus, OH, July 24-29, 1977). PUB TYPE Information Analyses (070)-- Opinion Papers (120)-- Speeches /Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Critical Thinking; Decision Making; Educational Philosophy; Higher Education; *Individual Development; Problem Solving; World Views IDENTIFIERS *Rationality ABSTRACT This publication discusses differential rationality; it asserts that the development of institutions, professions, and individuals involves the differentiation of forms and styles of thinking and knowing that are, in various ways, idiosyncratic. Based on this understanding, differential rationality can be seen as a developmental construct that reflects the subject's readiness or competency in dealing with changing demands. The publication discusses different modes of rationality, including institutional, legal, technical, economic, political, and personal. It also addresses cognitive styles, decision making, problem solving, and personal knowledge. The discussion then explores the implications of differential rationality for personal development, !ncluding the stages of personal development (student and adult). It concludes with a discussion of how concepts of differential rationality and personal development may provide useful insights and perspectives