Where do I see myself in the next five (5) years?

Five years is a long time. Many things can change in that period and it is difficult to see where I
will be. I see myself in a much better and uplifted position compared to current position now.
Five years down the lane, I would like to see myself leading a team of dedicated and motivated
problem solvers, associates, and employees towards the goal of achieving competitive
advantage over the global counterparts, and in the process I would like to grow as an individual,
both professionally and personally. I would like to become a master in my field with lots of skills
and responsibilities. I would also like to participate in social events to improve the society.

What are some of the challenges that may impede my goal?

While i may have spent a lot of time working on my goals for the next year, there are plenty of
things that can get in my way to achieving them.
Before i go any further lets establish the use of language here. Goals can be substituted with
objectives, targets, outcomes, achievements, resolutions, aims, ambitions and any others you
can think of. Some of the challenges that may impede my goal are as follows.
1. Lack of information
2. Lack of skill
3. Limiting beliefs
4. Well being
5. Other people
6. Own motivation
7. Time
8. Money
9. Fear

What is the first thing that comes to mind when you see the word future'.

Likelihood of later improvement or advancement

A condition, esp. of success or failure, to come
That is yet to come or be

What are the characteristics of your best self?

I have many characteristic, but I will only name a few. One of my best characteristic is
that I am a helper, it makes me feel happy. I enjoy it when people tell me thank you for

the things I have done. It is very easy, you can open a door or just say hello, your whole
day will shine, try it.

Another one is how I present myself to other people meaning; I talk to everybody, Im
nice, I never put anybody down. I always make everybody laugh, smile, and happy. Im
so energetic, athletic and can make anybodys day. It is also my ability to listen to others.
I love to listen to what others have to say.

However, the best characteristic about me is my charisma. I was told by my mother if I

was ever in a competition to become a president my charisma will win the judges over.
My charisma consists of responsibility, humor, bravery, kindness, acceptance, love, and
individuality. Im proud of who I am because this is what people admire about me as I try
to lead by example.

On the other hand, out of all my greatest characteristic is that I am conscientious, which
basically just means that I am careful when it comes to doing things, and I always think
about what is right and proper. This helps with any type of decision Im trying to make.
Being conscientious benefits me when my friends ask me questions about things that
should be done or things that should be resolved. I help them set their priorities straight,
and mine as well. I usually think before I do, I ask myself what my actions will cause and
will they affect me in a positive or negative way. Being conscientious can save people
from having a lot of problems!

What will I need to change today to bring my best self forward?

1. First and foremost, give up the excuses i keep reciting to yourself.
Because all the excuses and explanations in the world wont do me any good. They wont add
any value to my life or improve the quality of it by even the slightest margin. To fulfill my calling
and get where i wish to go in life requires more than just thinking and talking. These feats
require focused and sustained action. And the good news is, I am perfectly capable of taking
whatever action is necessary. i just have to choose to actually do it because no one else can
succeed for me or on my behalf.

2. Once youre over the excuses, give up the idea that you dont have what it takes.
I do have exactly what it takes to achieve my goals. It wont be easy without motivation,
but nobody is going to blindside me and hit me as hard as life will. Sometimes life will beat me

to the ground, and keep me there if i let it, but its not about how hard life can hit you; its about
how hard you can be hit and continue to move forward. Thats what true strength is.

3. Give up the tendency to get too caught up in other peoples judgments and
opinions.
Honestly, the biggest prison you will likely ever live in is your fear of what other people think.
You cannot let other people tell you who you are or what you want. You have to decide that for
yourself. When youre making big decisions, remember, what you think of yourself and your life
is more important than what people think of you. Dont let others make you feel guilty for living
YOUR life. As long as youre not hurting anyone else, live it YOUR way.
The key here is to remember that its OK to listen to others sometimes, but not at the full
expense of your own intuition. Because throughout your lifetime there will be many times when
the world gets real quiet and the only thing left is the beat of your own heart. So youd better
learn the sound of it, otherwise youll never understand what its telling you.
The bottom line is that when you spend too much time concentrating on everyone elses
perception of you, or who everyone else wants you to be, you eventually forget who you truly
are. So dont fear the judgments of others; you know in your heart who you are and whats true
to you. You dont have to be someone else to impress people. Let these people be impressed
by who you really are.

How will I change?

Identify the problem

Figure out my aims/goals.

Be realistic.

Set a time limit- Allowing myself as much time as I need to remove any sense of
responsibility. Set a deadline to encourage more effective behavior.

Expect failure. Change doesn't happen overnight.

What is the expected outcome?

SUCCESS

What do you bring with you to Colbourne College? What have you left behind?
I can be an asset to Colbourne college since I am dedicated towards my work. I
have the patience to hold up pressure and work sincerely. Moreover, I have a
quality to learn from my failure and don't give up until I achieve positive results.
Students are asset for the college because the growth of Colbourne college depends
on student punctuality, hard working and dedication towards work so I will bring
these qualities to the institution.

Imagine looking through a window. What have you seen and why it is
meaningful to you?
I am looking at Denzel Washington and that is meaningful to me because it means Im about to
finally get my chance to shine and become a movie star.

Set specific plans and strategy that will help you to achieve your goals.
Goals:

Finnish university and get my masters by 2016.

Open my own business in Jamaica by 2020.

I will achieve all the above by putting God first in my life and get myself into a good university
abroad and work hard.

Conclusion for hrm

Recommendations

BO-BE CONCLUSION

PPD
The purpose of this assignment is to: determine if (you) the learner can
demonstrate an ability to take responsibility for your own personal and
professional development.| Scenario: Following a second apparently
successful second job interview at NatTrainSolns (NTS) a small but influential
management training consultancy agency based in City West Industrial Park,
Dublin you have been advised by the HRM chief Tony Mullins that in order,
finally, to qualify for the post that is be accepted and hired, you must now
independently successfully complete four tasks: 2.1 evaluate your current
skills and competencies against professional standards and organisational
objectives, 2.2 identify your own development needs and the activities to meet
them, 2.3 identify development opportunities to meet current and future
defined needs and 2.4 devise a personal and professional plan based on
identified needs.NatTrainSolns (NTS) is of the firm opinion that upon your
having successfully completed these four tasks you will have clearly and
definitively demonstrated the knowledge and skills set requirements ultimately
demanded by the job. Tony Mullins has reminded you that this particular
undertaking is, above all, an academic and scholarly exercise and that your
responses to the tasks oulined above must be fully supported academically
with scholarly references to relevant S-ML/S-DL theory, models, and current
research published by academics, practitioners and authors.It is expected that
the length of your report should be no longer than 1300 words and that it
should contain in addition an introduction, a conclusion, a reference section
and finally if required an appendix section in which you might..
Conclusion

An evaluation of approaches to self-managed learning in particular you

decided to look at learning through research and learning from others to

include mentoring/coaching, seminars, conference, secondments,

interviews, use of the internet, social networks, use of bulletin boards and
news groups.
Self -Managed learning
Self -Managed Learning also referred to as SML is what is used to describe
the technique used by the managers within an organisation to enhance
management development which points out the following:
* How to achieve key results via live work issues
* How to simultaneously control the content, processes and pace of their
own learning
* Being able to converse with other managers who are also assessing their
own progress
* Work within a structured programme facilitated by an Adviser
Principles
SML is an approach that is based and gains relevance due to a number of
principles which are in a form of agreement made between the learner and
the trainer:
Learner
* Have to be responsible for their own learning
* Are expected to identify what their own learning needs are and for
improving and making progress over time and changing their own learning
needs when necessary.
* Assess how they can meet their learning needs with the resources
available to them.
Set Advisors
* Being responsible for identifying and evaluating their own learning this
also includes seeking out the correct set advisors.

* Have the task of helping learners realise their own potential and helping
them embrace the responsibility of their own learning.
* Making sure learners are introduced to and briefed on the learning
resources available to them.
* Are expected to be able to determine exactly where they need to be
involved in the provision of the learning resources.
* Are responsible for evaluating the programme in regards to how effective
it is proving to be.
These principles are used to validate the SML process and why it is
believed that learners are responsible to for assessing what exactly it is
they want to learn and the approach they want to use to teach themselves
it.
SML has and can be used on such a varied scale as it can be applied to
both Board managers and graduates, as long as the participant is familiar
with the process and have a desire to take part and complete it they shall
be able to fulfil their own objectives.
The Self-Management Process
Learning through research
Learning through research encompasses the following concepts:
* Learning via discovery
* Engaging in problem-orientated learning
* Genetic learning
* Critical learning
* Project learning
These concepts correlate as they all reflect the importance of detecting the
appropriate tests that need to be taken in order for them to achieve their
own learning which will also allow them to reflect and improve.

This kind of approach is an active, independent and self-determined

approach to learning, in this approach the contents of each learners brain
was achieved via knowledge that has been memorised and stored so it can
be referred back to when needed.
Learners are encouraged to get engrossed in the process of research and
observation.
Marked here are the following characteristics:
* Independent choice of subject by the researcher (learner), irrespective if
he became aware of the issue through own work, consultation, discussion
or observation;
* Independent strategy, especially the decision concerning the selection
of methods, testing, researches etc., the researcher receives advice, but is
not protected from making errors;
* Unlimited risk of mistakes on the one hand, the opportunity for discoveries
by chance, fruitful moments or unexpected secondary results on the other
hand;
* Necessity to keep up with the demands of science, this means,
perseverance in the research aim with staying power and logical
consequence up to obtaining a result (positive or negative); adequate
testing of the given knowledge and problem-solving instruments (...);
* Testing of the results, concerning their dependence upon hypothesis and
methods;
* The task of presenting the achieved result in such a way, so that its
meaning is clear and the way it was obtained verifiable.
The groups of learners through research develop through a process:
* Learning through research is carried out through
* Individual work,
* Working in independent project groups

The method of "learning through research" makes possible:

* That older people take up or examine forgotten or awkward research
subjects or bring attention to facts which have not been researched up to
now,
* That the views and experiences knowledge of older people are taken into
consideration in research issues and in the development of research
designs,
* That while learning about age, aging and about social issues and at the
same time learning how to research these subjects, older people can
contribute to gaining new knowledge about aging and thus actively
participate in resolving social issues and problems.
* The new information and communication technologies can reinforce selfdetermination and independent research of the learner.
* They are helpful instruments for getting and transmitting information, for
communication, scientific research, and self-presentation and for learning
online.
* The teachers task is that of a moderator, it consists of initial search for a
theme up to the final result.
* The moderator also helps groups in issues concerning methods and
processes and the organisation of introductory courses concerning method
issues and special professional methods.
Learning from others
Throughout life we are influenced and influence many as we often learn
skills from others and become motivated by others.
Newly learnt skills is what can be used by individuals to become inspired
and seek some more new knowledge, this in turn helps them develop their
higher self and become completely in tune with the vibration of truth that
speaks to them and guides them.
By bypassing past ones ego individuals are able to become completely
absorbent of those surrounding them which will help them overcome any

conflicts, challenges and grief they may be experiencing it will also give
them great joy when this task has been accomplished.
It is common for individuals with a lot of power or those that are recognized
by society to develop a huge ego this is due to the continual admiration
given to them, it makes them feed into their own pretence and believe their
more important than they actually are, this can be easily done due to the
large amount of individuals who feed into this cycle.
This is incorrect as no matter what ones status is we are all the same and
can all learn at least one thing from one another as we all have a different
skills, experiences, environments etc.
As we never stop learning and it is not something we just do via book or
figures it is essential to remember that we can always learn from everyone
in our lives whether it is for a brief encounter or over a pro-longed period of
time.
For example, figures like Ghandi was a very powerful and influential man
but instead of exploiting this or misusing his power he decided to view
himself as a servant to his followers, who was driven by love and
compassion for his people, he wanted him and his people to feel like they
were on the same wave length and not like he was up here and they were
down there.
By having this information it becomes easier to deal with the difficult people
in your life as instead of becoming fixated on why they behave the way they
do you are able to understand the reasons why they feel the need to act
that way.
Once this process has happened a lot of the resentment and venom can be
removed from the situation and solutions or compromises can be made,
once this is done the problem has been solved.
The more people and different variety of people you meet will enhance the
chances of you finding your true self this is as once this is done you will be
able to identify, analyse and finally correct any outstanding feelings
surrounding your failings and insecurities on a fundamental level.

It is only when an individual is put through challenging circumstances often

against their will are they able to realise exactly how strong they are without
putting the blame on any other individual.
A famous quote of this process is The strongest steel is always tempered
best in the hottest flame and this basically reinforces the point that by
continually testing oneself by not allowing difficult or uncomfortable
situations overwhelm us that we are able to become stronger individuals.
Seminar
A seminar is usually used as an academic instruction in relation to an
academic institution or commercial professional organisation.
Seminars are used to bring small groups of individuals in a meeting setting
where specific subjects/issues are discussed, everyone included in the
group and taking part in the seminar is expected to participate.
Seminars usually have one leader of the discussion/instructor who will
guide participants through each aspect of the seminar.
Participants within the seminar are required to have knowledge in the field
they are discussing.
A seminars sole intention is to make sure students, participants not only
understand the results put in front of them but to also help them understand
the methodology behind the chosen subject, they are also given the
opportunity to bounce ideas off one another and learn new things.
Although seminars are to be conducted in a calm and constructive manner
they are quite informal.
In the education setting seminars usually contain fewer students to each
tutor and will be honed in on specific topics.
Seminars can be based around a number of things such as assignments,
exams, presentations etc.
In the business sense seminars can be used to describe commercial
events such as advice on property investing, other types of investing,
Internet marketing, self-improvement or a wide range of other topics.

Some seminars can even be uploaded onto the internet so they can be
referred back to time and time again.
Conference
A conference is a formal meeting in which a group of people are
encouraged to share their similar interest amongst one another;
conferences usually take place over a period of a couple of days.
Each participant of these kinds of conferences usually will all be linked up
via telephones or computers; this allows them to all communicate
simultaneously.
A conferences most basic purpose is to relay a commercial association for
regulation within an activity or the exchange of information.
Conferences can also be held even when all the participants cant be in the
same room; this can be done in the form of video conferencing or call
conferencing.
Secondment
Secondment is the term used when an individual is taken from one post to
another for a specified amount of time.
This is done for an already devised outcome and all those involved will
benefit from the change.
Secondment jobs can be either full-time, part-time or job share and are
never a permanent arrangement.
Secondment is best used when a single suitable employee with the correct
skillset has been desired to perform a different role to the one they are
currently performing.
Interviews
An interview consists of two or more people which are referred to as the
interviewer or interviewee.

Below I am going to look at the various styles of interview that can be

conducted:
Informal, conversational interview
These kinds of interviews are not structured on any predetermined
questions this is to ensure that the interview has an open and adaptable
feel to it.
In this kind of interview the interviewer goes with the flow.
General interview guide approach
This approach first and formally has to gather the information they require
from the in interviewee but in a relaxed and laid back manner.
This allows the interviewer a lot of flexibility when obtaining the needed
data they need.
Standardized, open-minded interview
In these kinds of interviews interviewees are all asked exactly the same
questions as it allows interviews to be conducted in a quick and timely
fashion, it also allows interviews to pick through and analyse their findings
in a more efficient way.
Closed, fixed-response interview
These kinds of interviews are formatted in a way that gives all interviewees
the same questions with a number answers also provided and the
interviewee will be expected from the bunch which answer they feel is more
applicable.
This kind of interview tactic is usually used by a well experienced
interviewer.
Social network
A social network is made of individuals or organisations which are also
known as a social structure, the social network perspective allows the
structure of whole social entities to be easily analysed.

This means that local and global patterns can be established along with
local influential entities and examine network dynamics.
The use of bulletin boards
Internet forums are becoming a common replacement for traditional bulletin
boards and are referred to as online bulletin boards or message boards.
A single bulletin board or bulletin message can contain a number of internet
forums or discussion groups.
Online boards are just as effective as physical bulletin boards that are
posted on the street.
News groups
A newsgroup is basically a discussion held over the internet and is based
on one particular topic; the topics can range from sports, cars, investing,
teen problems etc.
This process is undergone when users post messages to a news server,
the server then sends the massages to the participating servers.
Once this is done users are able to access the newsgroup allowing them to
read the posts.
Groups can either be moderated or un-moderated this controls what
postings are displayed and those that are not.
Newsgroups need to be subscribed to and often are free to join however
certain highly subscribed or desired newsgroups will only allow you access
if already know others in the group.
1.2 Suggest ways in which lifelong learning in personal and professional
context could be encouraged.
These should include self-directed, continuing professional development,
linking higher education with industry, further education, recognition of prior
learning, apprenticeships, credit accumulation and transfer scheme.
Lifelong learning

Lifelong learning can be difficult to define as some relate it more too

permanent, recurrent, continuing or adult education, learning organisations
and the learning society.
Whereas others believe it also incorporates childhood learning and early
schooling practices.
As it is a global concept its manifestations vary due to national political and
economic priorities, and cultural and social value systems.
Lifelong learning is the development of human potential through a
continuously supportive process which stimulates and empowers
individuals to acquire all the knowledge, values, skills, and understanding
they will require throughout their lifetimes and to apply them with
confidence, creativity and enjoyment in all roles, circumstances, and
environments.
This definition includes several basic elements of the lifelong learning ideal:
* A belief in the idea of lifetime human potential and the possibility of its
realization
* Efforts to facilitate achievement of the skills, knowledge, and aptitudes
necessary for a successful life
* Recognition that learning takes place in many modes and places,
including formal educational institutions and non-formal experiences such
as employment, military service, and civic participation and informal selfinitiated activity
* The need to provide integrated supportive systems adapted to individual
differences that encourage and facilitate individuals to achieve mastery and
self-direction.
Society should make these systems available to learners with flexibility and
diversity.
Lifelong learning is used to identify the process in which individuals
undergo learning throughout the entire duration of their lives.

Lifelong learners learn a series of things in a range of diverse ways, times

and places, this kind of learning crosses many sectors as it also includes
the teaching of adults.
Lifelong learners believe in the following philosophies:
* Learning to know being able to master the use of learning tools as
opposed to acquisition of structured knowledge.
* Learning to do Enabling individuals with all the skills, tools and
knowledge needed to help them obtain and maintain work thus increasing
their chances of becoming more adaptable and sustainable to a variety of
work environments.
* Learning to live together, and with others Having the ability to conclude
disputes, is able to identify and relate to other individuals cultures, guiding
community capability, individual competence and capacity, economic
resilience and social inclusion.
* Learning to be Indulging in any education that will enhance the
individuals development of the mind, body, intelligence, sensitivity,
aesthetic appreciation and also spirituality.
Lifelong learning
Lifelong learning can be used to create creativity; initiative and
responsiveness within individuals which in turn helps them also become
more adaptable in post-industrial society through enhancing skills to:
* Manage uncertainty,
* Communicate across and within cultures, sub-cultures, families and
communities,
* Negotiate conflicts.
The overall objective and desired outcome of lifelong learning is on learning
to learn and the ability to keep learning for a lifetime.
There are both formal and non-formal learning environments in which
lifelong learning can be carried out in.

Formal learning takes place in establishments that are active for the
purpose of the delivery of education or training and the motivation is usually
a qualification at completion.
Non-formal learning has the desired aim of teaching education or other
forms of training but the lessons are carried out in establishments that are
not primarily used as learning institutions.
Non-formal learning is a form of indirect learning that can take place at
anytime and anywhere, this means that skills, knowledge and attitudes can
be learnt with minimum effort on the learners part.
Further education
Further education is the terminology used to describe continued education
after the compulsory level in the United Kingdom and Ireland.
There are references to the differences between further education and
higher education, further education is for those above the age of 16 but not
including those that attend university.
It is usually specified to college education, apprenticeships and adult and
community learning institutions.
Recognition of prior learning
The recognition of prior learning is a process used by both universities and
colleges to assess the amount of time students will have to work on
assignments, revising, researching etc. whilst not in the classroom or play
of training.
Prior learning can be assessed in a variety of ways such as standardised
exams or portfolio assessments.
Prior learning assessments may be the preferred option for people as it
saves them both time and money meaning it is both a cost effective and
efficient way to obtain a certificate of some kind or degree programme.
This process allows assessors to look at any learning an individual has
experienced and become quite good at previously, this allows those who

more experience outside of the classroom to transfer the skills they have
acquired throughout life into the classroom.
This style of learning does the following:
* Facilitates access for 'non-traditional' students - people who may not have
the opportunity to do further study can obtain higher qualifications
* Acknowledges value of learning outside a formal setting, e.g. values and
recognises learning in the workplace
* Validates the worth of learning students have achieved by themselves
* Enables progression to other programmes of study
* Eliminates unnecessary repetition and duplication of material already
familiar to the student. Public (and private) money is better used because
people who already have skills and knowledge are not re-trained.
* Shortens the time necessary to earn a qualification - this motivates
students who might otherwise be discouraged by the length of time
required to complete a college level course or a particular programme of
study
* Enhances students' pride and self-esteem for what they have
accomplished as learners
* Enhances students' perception and understanding of learning as a
lifelong process
Apprenticeships
Apprenticeships are a structured system of training based on a specific set
of skills; these skills can range anything from craft occupations to those
seeking a professional licence which will later allow them to join a regulated
profession.
Apprenticeships work on the basis of employers training their apprentice(s)
to a level well they can confidently and competently grasp their desired
trade or profession whilst also providing the apprentice with a wage for the
work they have performed and the hours they have put in.

Before the apprenticeship begins the employer and apprentice will discuss
the hours they will work, what will be expected of both parties, the wage,
the outcome/desired objective.
Credit accumulation
ECTS makes teaching and learning in higher education more transparent
across Europe and facilitates the recognition of all studies.
The system allows for the transfer of learning experiences between
different institutions, greater student mobility and more flexible routes to
gain degrees.
It also aids curriculum design and quality assurance.
Institutions which apply ECTS publish their course catalogues on the web,
including detailed descriptions of study programmes, units of learning,
university regulations and student services.
Course descriptions contain learning outcomes (i.e. what students are
expected to know, understand and be able to do) and workload (i.e. the
time students typically need to achieve these outcomes).
Each learning outcome is expressed in terms of credits, with a student
workload ranging from 1 500 to 1 800 hours for an academic year, and one
credit generally corresponds to 25-30 hours of work.
A series of ECTS key documents help with credit transfer and accumulation
course catalogues, learning agreements, transcript of records and
Diploma Supplements (DS).
Although ECTS can help recognition of a students studies between
different institutions and national education systems, higher education
providers are autonomous institutions.
The final decisions are the responsibility of the relevant authorities:
professors involved in student exchanges, university admission officers,
recognition advisory centres (ENIC-NARIC), ministry officials or employers.

The European Commission has established a network of Recognition

experts (ECTS/DS) and developed the ECTS and DS labels to recognise
excellent application of either system.
ECTS is closely related to other efforts to modernise higher education in
Europe.
In particular, it has become a central tool in the Bologna Process which
aims to make national systems converge.
1.3 Evaluate the benefits of self-managed learning to the individual and
organisation e.g an identification of the organisations A players.
There are several distinct benefits of SDL for the organization. Among them
are:
* SDL can help identify an organizations A players.
* SDL requires initiative. Individuals who show initiative in undertaking their
own SDL program are motivated, confident self-starters.
Certainly they would evidence motivation, interest and behaviours in their
jobs similar to A players.
SDL minimizes the issue of transfer of learning.
The transfer of learning to the workplace is a significant issue for traditional
training, an issue that is not always recognized or addressed.
This is not the case with SDL, however.
When an employee undertakes an SDL project to meet current job/career
related needs, there is a high degree of probability that what is learned will
be immediately applied and used on the job.
This is frequently not true of the current traditional approaches to learning.
SDL is compatible with traditional training programs; SDL and traditional
training are not mutually exclusive.
The case for SDL is not either SDL or traditional training, but rather, both.

Just because a company supports SDL does not mean that its investment
in traditional training is lost or becomes a liability. In fact, the case for SDL
is strongest when traditional training does not meet employee learning
needs.
SDL can be implemented with minimal expense.
Many learning projects will cost nothing, Relatively speaking, project costs
will be minimal.