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Learning and development plan

 

Content

Introduction. 2

Occupational skills. 3

  1. Active listening. 4
  2. Social perceptiveness. 5
  3. Speaking. 7
  4. Complex problem solving. 8
  5. Self-assessment of specific skills. 10
  6. Being careful with workplace tools and equipment 12
  7. Being aware of needs of other cultures. 13
  8. Respecting others. 15
  9. Punctuality. 16
  10. Self-assessment of generic skills. 17

Introduction

In order to assess my professional interests and see if my wishes regarding future employment are in concordance with my RIASEC profile, I completed the O*NET Internet Profiler and was pleased to find out that my profile was ASI (SAI). This profile at the highest level of education and preparation needed for the job cites many different employments. The one I found most fitting for my future plans was Clinical psychology. Therefore, I went to the US Government Depart of Labour site in order to see which abilities were most important for this occupation. I found the skills most important for me to improve in order to be a good clinical psychologist in the future to be: active listening, social perceptiveness, speaking and complex problem solving. In the next section, I will go through the ways to make myself better at those skills.

Also, I have assessed which generic employability skills I have and don’t have by using the Government of Western Australia Department of Training and Workforce Development Skills Card Sort. I concluded that the areas at which I would like to improve the most are being careful with workplace tools and equipment, aware of needs of other cultures, respecting others and punctuality.

Occupational skills

1.      Active listening

1.1  What do I want to learn?

I want to learn to be the best active listener I can. Active listening consists of paying attention, not interrupting and truly listening to someone.

1.2  Why I want to learn this?

Active listening is probably one of the most important skills to have as a clinical psychologist. Since a big part of the job is listening to people in hope of understanding them, the first step is listening well. I already consider myself a good listener, but I believe that this is something I should always strive to improve.

1.3  What are the possible ways of learning?

  • Asking the people I interact with about whether they notice any ways in which I’m not a good active listener and then focusing on self-discipline while talking to them
  • Taking a course
  • Researching the internet about tips and techniques

1.4  What method will work best given the way I like to learn and how I intend to use it?

A combination of reading and talking to people is what I think will work best for me. I love to research online and I am very good at it. I will need to implement this into the real life in conversation with my friends and family because I intend to work in a setting where there is no use of theoretical knowledges if there is no practice.

1.5  What sources and supports are available to help me?

  • Online tips and techniques
    • https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-listening/#7bde77753891
    • https://www.mindtools.com/CommSkll/ActiveListening.htm
  • Books about active listening
    • Battell, C. (2006). Effective listening (1st ed.). Alexandria, VA: American Society for Training and Development.
    • Hoppe, M. (2011). Active Listening (1st ed.). New York, NY: John Wiley & Sons.
  • YouTube videos
    • https://www.youtube.com/watch?v=0eHxNdIyo7g
    • https://www.youtube.com/watch?v=WER63AY8zB8

1.6  How will I know I have learned?

I will try and self-assess how much do I pay attention; do I interrupt and do I provide good feedback while listening. I will write down an estimation once per month and I will ask 5 of the people I interact with most every 3 months about my listening habits. I don’t think this is something that is ever fully learned, there will always be space to improve.

1.7  What are the things I need to do and when do I need to do them?

In the first few weeks, I will try and research the internet in order to find techniques by which I could improve. Secondly, I will, through conversation with my friends and family, try and assess at which aspects should I improve most. I will then implement the techniques I’ve read about and focus on the ones that are most important relative to my current skills. After 6 months, I will see if there is any progress – if not, I will have to restructure my plan and possibly opt for a course or something similar.

2.      Social perceptiveness

2.1  What do I want to learn?

Social perceptiveness represents being aware of others’ reactions and understanding why they react as they do.

2.2  Why I want to learn this?

It is a fundamental skill for a clinical psychologist. If a clinical psychologist can’t understand a person, then he/she certainly can’t be of any help. Also, it helps in reducing the effects of different unconcious effects on opinions about people (halo effect, fundamental attribution error, etc.). If a clinician can understand why a person is behaving in a certain way, only then can he understand how to change that behaviour for the better.

2.3  What are the possible ways of learning?

  • Reading books on social perceptiveness and social perception in general
  • Researching online on SP
  • Watching YouTube videos
  • Finding a tutor/class

2.4  What method will work best given the way I like to learn and how I intend to use it?

I like to go deep into research so I would preffer reading both online and in books. Afterwards, it would probably be good to find a tutor to teach me because of the importance of the skill. It would mean a lot to me to have a context in which someone can see how I do and give me real-time feedback and advice, so perhaps a training group would be the best option.

2.5  What sources and supports are avaliable to help me?

  • Online sources:
    • http://www.projectlearnet.org/tutorials/social_perception.html
    • http://www.wikihow.com/Be-More-Perceptive
  • Books:
    • Battell, C. (2006). Effective listening (1st ed.). Alexandria, VA: American Society for Training and Development.
    • Spencer, S. (2013). Motivated social perception (1st ed.). Hove: Psychology.

2.6  How will I know I have learned?

By taking a test developed by Gilbert and Kottke every 3 months. Also, if I join a course or a training group, I expect to have feedback from a tutor/other pupils.

(http://psychology.csusb.edu/facultyStaff/docs/GilbertKottke%20APS%202009%20Social_PerceptivenessFINAL%20COPY.pdf).

2.7  What are the things I need to do and when do I need to do them?

I will first try and research as much as possible, for a month. Then I will try and implement techniques I learn about into my everyday behaviour. After three months, I will see if I’ve made any progress. If I do, then I will keep doing what I have been and if I don’t, I will then join a training group or a course.

3.      Speaking

3.1  What do I want to learn?

Speaking is a core skill in any occupation involving communication. I have some speech deficits and people sometimes complain to me that I talk too quiet or that I don’t open my mouth enough.

3.2  Why I want to learn this?

Because I think it’s my weak spot in communication. People have less respects for people they can’t understand properly, and for the profession I’m interested in, it is required to be understandable and respected.

3.3  What are the possible ways of learning?

  • Speech courses
  • Speech therapy
  • Learning online

3.4  What method will work best given the way I like to learn and how I intend to use it?

I think a course is a must since I need to have real-life practice and someone that will notice when I make mistakes. Also, I love talking to people and I think it wouldn’t be a big problem for me, while being very helpful.

3.5  What sources and supports are available to help me?

http://www.ability.edu.au/course-options/pronunciation-fluency/

3.6  How will I know I have learned?

The course offers guidance and tests, so I rest on it to know there was progress. Also, I will ask people whether they’ve noticed a change in the way I speak.

3.7  What are the things I need to do and when do I need to do them?

For the first month, I will try to find more literature and to determine what exactly would I need to focus on in my speech. Then, I will join the course, which lasts for 10 weeks. Afterwards, I will only focus on keeping the progress I make in the course.

4.      Complex problem solving

4.1  What do I want to learn?

Complex problem solving consists of identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.

4.2  Why I want to learn this?

Because it is a crucial skill for a clinical psychologist. In order to understand the client, a clinician has to grasp complex relationships between different aspects of the client’s life and illness.

4.3  What are the possible ways of learning?

  • Online courses
  • Reading (both online and books)
  • YouTube videos
  • Solving logical puzzles

4.4  What method will work best given the way I like to learn and how I intend to use it?

I consider myself already a good problem solver, so I think that the most important step is to read up. After I do, I will consider joining a course. I can also join a debate club where I would be forced (by having to argue the stance) to research topics and understand multiple complex aspects of them.

4.5  What sources and supports are available to help me?

  • Online courses:
    • https://www.edx.org/course/creative-problem-solving-decision-making-delftx-tpm1x-1
    • https://www.coursera.org/learn/problem-solving
    • https://www.mindtools.com/pages/main/newMN_TMC.htm
  • Books:
    • Chevallier, A. (2016). Strategic thinking in complex problem solving (1st ed.). Oxford: Oxford University Press.
    • Haan, A., & Heer, P. (2015). Solving complex problems (1st ed.). The Hague, The Netherlands: Eleven International Publishing.
  • Online article:
    • http://theinvisiblementor.com/if-you-read-one-article-complex-problem-solving-skills-read-this-one/
  • YouTube videos:
    • https://www.youtube.com/watch?v=DZJGAjCI2Ao
    • https://www.youtube.com/watch?v=s1lt6pwIF1o

4.6  How will I know I have learned?

By filling out this questionnaire every three months. Also, after I join a course or a debate club, I will hear opinions from other people. https://www.mindtools.com/pages/article/newTMC_72.htm

4.7  What are the things I need to do and when do I need to do them?

First three months: I will look up the basics and try to implement them in both real and imaginative situations. Also, I will start reading the books which are complex and long. I will try to have read the books by the 6 months mark. Afterwards, I will join a debate club or a course in order to apply the knowledge I collected from the books. In 12 months, I expect to have a higher level of complex problem solving. I do anticipate that this is something that I will learn my whole life as well, since more complex cases and people will always come up.

5.      Self-assessment of specific skills

Area  Minimal  Low  Moderate  High
 Goal Description

20%

Description of goals in the learning plan

 Goals are identified with no description  Underdeveloped description given of the goals identified and little information as to why and how goals are linked with your future career  Good description given of the goals identified and why those goals will leverage positive change  Detailed description given of the goals identified and why those goals will leverage positive change
 Action Steps 20% Steps to carry out the goals  Action steps are underdeveloped  Action steps are underdeveloped and address the specific goal  Action steps address the specific goal  Action steps are clear, detailed and address the specific goal
 Rationale

10%

Link between career research and learning plan

 Minimal evidence described explaining how career research has guided the development of the learning plan  Evidence described explains to some degree how relevant research has guided development of the learning plan.  Evidence described is clear. Uses specific and/or detailed examples to illustrate the connection between research and the learning plan  Evidence is clear and detailed. Specific and detailed examples illustrate the connection between research and the learning plan
 Timeline

10%

By when you achieve outcomes

 Timeline is underdeveloped but present.  Timeline is provided but lacks detail  Timeline provides a discussion of how action steps will be implemented  Detailed timeline that provides a clear discussion of how action steps will be implemented
Outcomes 10%

Specific achievements planned

Few measurable / or demonstrable outcomes / achievements Some measurable or demonstrable outcomes/achievements identified Specific and measurable and/or demonstrable outcomes/achievements are identified Specific, measurable and demonstrable outcomes are clearly identified
Measurement and Demonstration of outcomes

10%

How will you demonstrate the achievements

Little evidence is identified to adequately measure or demonstrate the outcomes of the learning plan Evidence is identified, but barely measures the outcomes of the learning plan Specific and relevant evidence is identified and measures or demonstrates the outcomes of the learning plan Specific and relevant evidence is clearly identified and measures or demonstrates the outcomes of the learning plan
Research Tools

10%

What career research you have done (e.g. activities 1-4)

What are the sites/ people/ resources you have used?

Research tools are identified but underdeveloped. Research tools are identified. Little rationale provided for why relevant informal and formal information gathering tools were selected Specific and relevant research tools are identified. Rationale provided for why relevant informal and formal information gathering tools were selected Specific and relevant research tools are identified. Well-developed and detailed rationale provided for why relevant informal and formal information gathering tools were selected
Self-assessed10 Both completed

 

6.      Being careful with workplace tools and equipment

6.1  What do I want to learn?

Work safety is a very important generic skill. I tend to be clumsy and knock things over, so I think this is something I really have to eliminate from my behaviour.

6.2  Why I want to learn this?

I think that my behaviour can lead to some very damaging or harmful events and this is something I should really focus on avoiding. A simple incident can cause injuries or costs in equipment and time.  Therefore, I really need to fix this problem in order to be a reliable person.

6.3  What are the possible ways of learning?

  • Online tips and advice
  • Books on work safety
  • Work safety training

6.4  What method will work best given the way I like to learn and how I intend to use it?

For this particular skill, I think nothing beats training. Being put in real situations and taught how to be careful is something I would most benefit from. Also, it would help me because afterwards in life when I

6.5  What sources and supports are available to help me?

Work safety trainings:

http://www.safeworkaustralia.gov.au/sites/SWA

http://www.machinesafe.com.au/courses/safety-training?gclid=CP2F6uCK5tICFeEp0wodfTkDPQ

http://training.nsca.org.au/training-home.cfm

6.6  How will I know I have learned?

I believe that finishing the course will be enough to learn this skill. At the end of the course, I expect a test and a certificate.

6.7  What are the things I need to do and when do I need to do them?

I would begin with a week of reading on work safety guidelines. After that, enrol in a course and follow it.

7.      Being aware of needs of other cultures

7.1  What do I want to learn?

I want to learn to better understand other cultures and not be prejudiced about their ways of living.

7.2  Why I want to learn this?

Because, as a person planning to work in highly interactive contexts, I need to be able to assimilate other cultures and have no problems understanding a point of view completely different than one originating from my culture. I think this is a very important skill for any civilized person wanting to work with people.

7.3  What are the possible ways of learning?

  • Reading up online/books

  • Talking to people from other cultures
  • Taking a culture sensitivity class

7.4  What method will work best given the way I like to learn and how I intend to use it?

I will first read up a lot on how to approach the problem, in order not to offend anyone with inappropriate questions. Then I will talk to people of other cultures in order to try and understand their cultures as best as I can. I think that, by learning about other cultures, I will let go of and prejudice I have and be more aware of the diversity.

7.5  What sources and supports are available to help me?

7.6  How will I know I have learned?

I think this is another skill learner through life, but I will take two tests every three months in order to see my progress.

http://www.remodeling.hw.net/business/sales/test-your-cultural-awareness

http://www.commisceo-global.com/quizzes/cultural-awareness-quizzes?view=qcategory&cat_id=41

7.7  What are the things I need to do and when do I need to do them?

First, for 3 months, I will read online and in books on how to be more culturally aware. After that, I will try and get in touch with multiple people of diverse ethnicity. I will explore their cultures and get to understand the complexity behind cultural diversity. I will, while doing that, write down any prejudice I had and try to understand from where it originated.

8.      Respecting others

8.1  What do I want to learn?

I want to learn to respect people, regardless of their background, appearances, opinions or anything else. I sometimes do not recognize the privileges I have that led me to the place in which I am now and I think that all I have is a result of my hardship, when, in fact, some people could never get to where I am, even with more hardship. I want to learn to recognize that.

8.2  Why I want to learn this?

The most basic reason is that I want to be a better person. If I’m able to understand people’s positions and have respect for them in every way, I will not only be a more pleasant person but also have more chances of success in life due to people respecting me for respecting them.

8.3  What are the possible ways of learning?

  • Online articles
  • Books
  • Seeking advice from parents and other adults
  • Talking to people in general about ways in which I’m not respective

8.4  What method will work best given the way I like to learn and how I intend to use it?

I would like to first talk to people about instances in which they’ve noticed me to be without respect. Then, I would like to find literature (online/books) which could help me implement respective behaviours and opinions. I would also go to my parents for advice, since they know me well and know both in which ways I tend to be without respect and in which ways should my behaviour improve.

8.5  What sources and supports are available to help me?

  • Online articles:
    • http://www.goodchoicesgoodlife.org/choices-for-young-people/r-e-s-p-e-c-t/
    • http://www.wikihow.com/Show-Respect
    • http://www.wikihow.com/Treat-People-With-Respect
    • http://www.huffingtonpost.com/gabrielle-flank/learning-to-respect-yourself-by-respecting-others_b_11938632.html
    • http://www.goodcharacter.com/BCBC/RespectingOthers.html

8.6  How will I know I have learned?

I will pay close attention to different aspects of respect I learn about. I will keep a diary of things I learn and talk to as many people in my surroundings as I can about these things. By doing so, I will see if there is a change in my respectfulness.

8.7  What are the things I need to do and when do I need to do them?

In the first month, I will talk to my friends and family about ways in which I’m disrespectful at times and try to find the reason behind it. Then, I will take three months to read about it and understand what showing respect really is. While I read and afterwards, I will try to implement the techniques that I learn into everyday life. This I also consider a life-long goal to achieve, being respectful is something learned every day of your life and I only hope that I will keep getting better and better.

9.      Punctuality

9.1  What do I want to learn?

I want to learn to always arrive on time, have a reliable and precise schedule that can’t be interrupted by anything.

9.2  Why I want to learn this?

Because I have great respect for people who I don’t have to wait for and on who I can rely. I want to be that kind of a person, someone that other people can lean onto when needed and someone who isn’t known to be late or to be anything but ready for any scenario.

9.3  What are the possible ways of learning?

  • Find people who are punctual and ask them about the way they work and think
  • Read online and in books about how to be punctual
  • Watch YouTube videos

9.4  What method will work best given the way I like to learn and how I intend to use it?

I think self-discipline and knowledge picked up from books and articles can be enough. I should simply read about useful tips and techniques and then implement them into my life. I don’t think this task will be too difficult for me.

9.5  What sources and supports are available to help me?

  • Books:
    • DeLonzor, D. (2013). Never be late again (1st ed.). San Francisco, Calif.: Post Madison Pub.
  • Online articles:
    • http://www.artofmanliness.com/2012/07/18/a-man-is-punctual-the-reasons-youre-late-and-how-to-always-be-on-time/
    • http://www.lifehack.org/articles/featured/how-to-be-on-time-every-time.html
    • http://www.prolificliving.com/the-importance-of-being-punctual/
    • https://daringtolivefully.com/tips-for-being-punctual

9.6  How will I know I have learned?

I will know simply by tracking how often it happens to me to be late or not to be ready for something important or similar things. I will track these occurrences and see if there is a decline over time.

9.7  What are the things I need to do and when do I need to do them?

First, I will spend a month behaving the way I usually do and reading up on how to be punctual. I will keep track of the number of times I’ve not been punctual, when it would’ve been appropriate. After a month, I will implement the tips and techniques I learn. I will keep at this for the next 6 months and see if it’s working by seeing if the number of my mistakes drops.

10.  Self-assessment of generic skills

Area  Minimal  Low  Moderate  High
 Goal Description

20%

Description of goals in the learning plan

 Goals are identified with no description  Underdeveloped description given of the goals identified and little information as to why and how goals are linked with your future career  Good description given of the goals identified and why those goals will leverage positive change  Detailed description given of the goals identified and why those goals will leverage positive change
 Action Steps 20% Steps to carry out the goals  Action steps are underdeveloped  Action steps are underdeveloped and address the specific goal  Action steps address the specific goal  Action steps are clear, detailed and address the specific goal
 Rationale

10%

Link between career research and learning plan

 Minimal evidence described explaining how career research has guided the development of the learning plan  Evidence described explains to some degree how relevant research has guided development of the learning plan.  Evidence described is clear. Uses specific and/or detailed examples to illustrate the connection between research and the learning plan  Evidence is clear and detailed. Specific and detailed examples illustrate the connection between research and the learning plan
 Timeline

10%

By when you achieve outcomes

 Timeline is underdeveloped but present.  Timeline is provided but lacks detail  Timeline provides a discussion of how action steps will be implemented  Detailed timeline that provides a clear discussion of how action steps will be implemented
Outcomes 10%

Specific achievements planned

Few measurable / or demonstrable outcomes / achievements Some measurable or demonstrable outcomes/achievements identified Specific and measurable and/or demonstrable outcomes/achievements are identified Specific, measurable and demonstrable outcomes are clearly identified
Measurement and Demonstration of outcomes

10%

How will you demonstrate the achievements

Little evidence is identified to adequately measure or demonstrate the outcomes of the learning plan Evidence is identified, but barely measures the outcomes of the learning plan Specific and relevant evidence is identified and measures or demonstrates the outcomes of the learning plan Specific and relevant evidence is clearly identified and measures or demonstrates the outcomes of the learning plan
Research Tools

10%

What career research you have done (e.g. activities 1-4)

What are the sites/ people/ resources you have used?

Research tools are identified but underdeveloped. Research tools are identified. Little rationale provided for why relevant informal and formal information gathering tools were selected Specific and relevant research tools are identified. Rationale provided for why relevant informal and formal information gathering tools were selected Specific and relevant research tools are identified. Well-developed and detailed rationale provided for why relevant informal and formal information gathering tools were selected
Self-assessed10 Both completed

 

 


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